Skip to main content

LUP Student Papers

LUND UNIVERSITY LIBRARIES

Implementation of psychological knowledge in schools: School psychologists’ assessment of teachers’ work with psychological constructs

Reimer, Sofia LU and Roslund, Selma LU (2021) PSPR14 20211
Department of Psychology
Abstract (Swedish)
Psykologisk kunskap har mycket att erbjuda när det kommer till att förbättra utbildningsresultat och elevers välbefinnande i skolan. Undervisning kan därmed dra nytta av att vägledas av psykologisk kunskap i större utsträckning. Syftet med denna studie var att undersöka skolpsykologers (N = 117) uppfattning om hur psykologiska koncept relaterade till lärande används av lärare, samt att utvärdera skolpsykologers insikt i lärarnas pedagogiska praxis. I detta syfte utformades en teoretiskt driven enkät. Resultat påvisade tre huvudsakliga fynd: (a) området som mäter sociala och emotionella faktorer bedömdes vara tillämpat i lägre grad än övriga undersökta områden och inom området uppskattades delen om social kontext vara speciellt låg (b)... (More)
Psykologisk kunskap har mycket att erbjuda när det kommer till att förbättra utbildningsresultat och elevers välbefinnande i skolan. Undervisning kan därmed dra nytta av att vägledas av psykologisk kunskap i större utsträckning. Syftet med denna studie var att undersöka skolpsykologers (N = 117) uppfattning om hur psykologiska koncept relaterade till lärande används av lärare, samt att utvärdera skolpsykologers insikt i lärarnas pedagogiska praxis. I detta syfte utformades en teoretiskt driven enkät. Resultat påvisade tre huvudsakliga fynd: (a) området som mäter sociala och emotionella faktorer bedömdes vara tillämpat i lägre grad än övriga undersökta områden och inom området uppskattades delen om social kontext vara speciellt låg (b) traditionella undervisningstekniker ansågs vara mer närvarande än psykologiska begrepp såsom emotionsreglering och positiv förstärkning och (c) skolpsykologerna ansåg sig ha insikt i lärarnas pedagogiska arbete. Resultaten tyder på att mer arbete behövs för att implementera det kontextfokuserade, ekologiska perspektivet i skolan och att lärare behöver mer tillgänglig kunskap om mindre vedertagna psykologiska begrepp för effektiv undervisning. Vidare, har skolpsykologer en god beredskap att stötta och vägleda lärare i implementering av denna kunskap. (Less)
Abstract
Psychological knowledge has a lot to offer when it comes to improving educational outcomes and student well-being in schools, therefore 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 and to evaluate school psychologists’ awareness of teachers’ implementation of psychological knowledge. A theoretically driven survey was designed for the purpose of this study. Results revealed three main findings: (a) social and emotional factors were rated as less practiced than other investigated areas, with the principle of social context... (More)
Psychological knowledge has a lot to offer when it comes to improving educational outcomes and student well-being in schools, therefore 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 and to evaluate school psychologists’ awareness of teachers’ implementation of psychological knowledge. A theoretically driven survey was designed for the purpose of this study. Results 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. Our results suggest that more work is needed to implement the context-focused ecological perspective in schools and that teachers need more accessible knowledge regarding less established psychological concepts for effective teaching. Furthermore, our results show that school psychologists could be in a good position to support teachers with guidance in implementing this knowledge. (Less)
Please use this url to cite or link to this publication:
author
Reimer, Sofia LU and Roslund, Selma LU
supervisor
organization
alternative title
Implementering av psykologisk kunskap i skolan: Skolpsykologers bedömning av lärares användning av psykologisk kunskap i undervisningen
course
PSPR14 20211
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
educational psychology, school psychologists, teaching, health promotion, Sweden, pedagogisk psykologi, skolpsykologer, undervisning, hälsofrämjande arbete, Sverige
language
English
id
9052057
date added to LUP
2021-06-11 08:03:02
date last changed
2021-06-11 08:03:02
@misc{9052057,
  abstract     = {{Psychological knowledge has a lot to offer when it comes to improving educational outcomes and student well-being in schools, therefore 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 and to evaluate school psychologists’ awareness of teachers’ implementation of psychological knowledge. A theoretically driven survey was designed for the purpose of this study. Results 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. Our results suggest that more work is needed to implement the context-focused ecological perspective in schools and that teachers need more accessible knowledge regarding less established psychological concepts for effective teaching. Furthermore, our results show that school psychologists could be in a good position to support teachers with guidance in implementing this knowledge.}},
  author       = {{Reimer, Sofia and Roslund, Selma}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Implementation of psychological knowledge in schools: School psychologists’ assessment of teachers’ work with psychological constructs}},
  year         = {{2021}},
}