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Use of Psychological Knowledge in Schools

Risenfors, Rebecka LU and Reuterdahl, Jakob LU (2022) PSPR14 20221
Department of Psychology
Abstract
The aim of this study was to explore the usage of psychological knowledge in primary school teaching in Sweden. The study is based on APA’s theoretical framework “Top 20 principles from psychology for prek-12 teaching and learning”, and is part of an EU research project aiming to improve the supportive role of psychology and psychologists in school. To answer the research questions of this study a survey was created based on the scale “Use of Psychological Constructs in Schools” (UPCS-S). A total of 311 respondents completed the survey during a seven-month period. The final sample stratified by education consisted of 34 preschool teachers, 273 certified teachers, 13 special education teachers and 23 remedial teachers. The main results... (More)
The aim of this study was to explore the usage of psychological knowledge in primary school teaching in Sweden. The study is based on APA’s theoretical framework “Top 20 principles from psychology for prek-12 teaching and learning”, and is part of an EU research project aiming to improve the supportive role of psychology and psychologists in school. To answer the research questions of this study a survey was created based on the scale “Use of Psychological Constructs in Schools” (UPCS-S). A total of 311 respondents completed the survey during a seven-month period. The final sample stratified by education consisted of 34 preschool teachers, 273 certified teachers, 13 special education teachers and 23 remedial teachers. The main results showed that usage of psychological knowledge within the construct of Classroom Management was significantly higher than other constructs, and that of Socio-Emotional Factors was significantly lower than others. Special education teachers’ and remedial teachers’ usage of all constructs was also significantly higher. The most common hindrances in using psychological knowledge reported by the teachers were students with specific needs, large class sizes and limited time for preparation. Our findings suggest that student learning may be increased by a larger focus on student’s social contexts, interpersonal relationships, emotional well-being, and intrinsic motivation in teaching. Furthermore, teacher’s implementation of psychological knowledge could be facilitated by support from school leaders and school psychologists. (Less)
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author
Risenfors, Rebecka LU and Reuterdahl, Jakob LU
supervisor
organization
course
PSPR14 20221
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
educational psychology, primary school teachers, school psychologists, teaching, health promotion, Sweden
language
English
id
9094995
date added to LUP
2022-07-01 11:48:21
date last changed
2022-07-01 11:48:21
@misc{9094995,
  abstract     = {{The aim of this study was to explore the usage of psychological knowledge in primary school teaching in Sweden. The study is based on APA’s theoretical framework “Top 20 principles from psychology for prek-12 teaching and learning”, and is part of an EU research project aiming to improve the supportive role of psychology and psychologists in school. To answer the research questions of this study a survey was created based on the scale “Use of Psychological Constructs in Schools” (UPCS-S). A total of 311 respondents completed the survey during a seven-month period. The final sample stratified by education consisted of 34 preschool teachers, 273 certified teachers, 13 special education teachers and 23 remedial teachers. The main results showed that usage of psychological knowledge within the construct of Classroom Management was significantly higher than other constructs, and that of Socio-Emotional Factors was significantly lower than others. Special education teachers’ and remedial teachers’ usage of all constructs was also significantly higher. The most common hindrances in using psychological knowledge reported by the teachers were students with specific needs, large class sizes and limited time for preparation. Our findings suggest that student learning may be increased by a larger focus on student’s social contexts, interpersonal relationships, emotional well-being, and intrinsic motivation in teaching. Furthermore, teacher’s implementation of psychological knowledge could be facilitated by support from school leaders and school psychologists.}},
  author       = {{Risenfors, Rebecka and Reuterdahl, Jakob}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Use of Psychological Knowledge in Schools}},
  year         = {{2022}},
}