School Psychologists’ Assessment of the Use of Psychological Knowledge in Schools: Development of the Use of Psychological Constructs in Schools
Schad, Elinor LU
; Juriševič, Mojca
; Cazan, Ana-Maria
; Petrulytė, Ala
; Roslund, Selma
and Reimer, Sofia
(2022)
17th European Congress of Psychology
- Abstract
- Teaching and learning could be guided by psychological knowledge to a larger extent. The aims of this study were to examine school psychologists’ (N = 117) assessments of how psychological constructs related to learning are being used by teachers in Swedish schools. In addition, we aimed to evaluate school psychologists’ awareness of teachers’ implementation of psychological knowledge. A theoretically driven survey was designed for the purpose of this study where we used as a base the theoretical framework suggested by the APA Coalition for Psychology in Schools and Education. In this framework divided into five domains: thinking and learning, motivation, social emotional factors, classroom Management, and assessment, twenty central... (More)
- Teaching and learning could be guided by psychological knowledge to a larger extent. The aims of this study were to examine school psychologists’ (N = 117) assessments of how psychological constructs related to learning are being used by teachers in Swedish schools. In addition, we aimed to evaluate school psychologists’ awareness of teachers’ implementation of psychological knowledge. A theoretically driven survey was designed for the purpose of this study where we used as a base the theoretical framework suggested by the APA Coalition for Psychology in Schools and Education. In this framework divided into five domains: thinking and learning, motivation, social emotional factors, classroom Management, and assessment, twenty central principles from psychology important for learning are constructed constituting a foundation for the survey design.
The results, as measured with the instrument Use of Psychological Constructs in Schools (UPCS), revealed three main findings: (a) social and emotional factors were rated as less practiced than other investigated areas, with the principle of social context being especially low, (b) traditional teaching techniques were seen as being more present than psychological concepts such as emotion regulation and positive reinforcement, and (c) school psychologists perceived themselves as having a fair insight into teachers’ educational practice. The study contributes to the literature by providing a school psychologist perspective on the use of psychological knowledge in schools.
(Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/eda669b4-1b9b-46f7-8c1c-dc27a750888f
- author
- Schad, Elinor
LU
; Juriševič, Mojca
; Cazan, Ana-Maria
; Petrulytė, Ala
; Roslund, Selma
and Reimer, Sofia
- organization
- publishing date
- 2022-07-06
- type
- Contribution to conference
- publication status
- published
- subject
- keywords
- Educational psychology, School psychology
- conference name
- 17th European Congress of Psychology
- conference location
- Ljubljana, Slovenia
- conference dates
- 2022-07-05 - 2022-07-08
- project
- The use of psychological knowledge in schools from a European perspective
- language
- English
- LU publication?
- yes
- id
- eda669b4-1b9b-46f7-8c1c-dc27a750888f
- date added to LUP
- 2022-06-06 10:52:50
- date last changed
- 2024-10-07 14:12:05
@misc{eda669b4-1b9b-46f7-8c1c-dc27a750888f,
abstract = {{Teaching and learning could be guided by psychological knowledge to a larger extent. The aims of this study were to examine school psychologists’ (N = 117) assessments of how psychological constructs related to learning are being used by teachers in Swedish schools. In addition, we aimed to evaluate school psychologists’ awareness of teachers’ implementation of psychological knowledge. A theoretically driven survey was designed for the purpose of this study where we used as a base the theoretical framework suggested by the APA Coalition for Psychology in Schools and Education. In this framework divided into five domains: thinking and learning, motivation, social emotional factors, classroom Management, and assessment, twenty central principles from psychology important for learning are constructed constituting a foundation for the survey design.<br/> The results, as measured with the instrument Use of Psychological Constructs in Schools (UPCS), revealed three main findings: (a) social and emotional factors were rated as less practiced than other investigated areas, with the principle of social context being especially low, (b) traditional teaching techniques were seen as being more present than psychological concepts such as emotion regulation and positive reinforcement, and (c) school psychologists perceived themselves as having a fair insight into teachers’ educational practice. The study contributes to the literature by providing a school psychologist perspective on the use of psychological knowledge in schools.<br/>}},
author = {{Schad, Elinor and Juriševič, Mojca and Cazan, Ana-Maria and Petrulytė, Ala and Roslund, Selma and Reimer, Sofia}},
keywords = {{Educational psychology; School psychology}},
language = {{eng}},
month = {{07}},
title = {{School Psychologists’ Assessment of the Use of Psychological Knowledge in Schools: Development of the Use of Psychological Constructs in Schools}},
year = {{2022}},
}