PSBA029 Introduction to Educational Psychology

Faculty of Arts
Spring 2022
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: zk (examination).
Taught in person.
PhDr. Zdenka Stránská, Ph.D. (lecturer)
Guaranteed by
PhDr. Zdenka Stránská, Ph.D.
Department of Psychology - Faculty of Arts
Contact Person: Jarmila Valchářová
Supplier department: Department of Psychology - Faculty of Arts
Wed 8:00–9:40 B2.43
Prerequisites (in Czech)
PSBA007 General Psychology II && PSBA015 Developmental Psychology II && PSBA020 Social Psychology II && PSBA021 Psychology of Personality II
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Educational Psychology examines the psychological patterns of changes that affect the subject in an educational process. Students will get acquainted with the basic and latest findings of this special psychological scientific discipline and with the applications of the theoretical knowledge in the everyday process of learning, education and self-education of an individual.
Learning outcomes
At the end of this course, they will increase their level of self-knowledge and understanding of pupils, improve their own methods of successful learning, and reveal and improve their own learning style. They will also gain deeper knowledge about the main actors in the educational process (teacher, pupil) and social processes in the classroom.
  • 1. Educational psychology as a scientific field. Definition and subject of educational psychology. Educational psychology and related disciplines: general psychology, developmental psychology, social psychology, school psychology and education. Educational psychology as a part of psychological studies.
  • 2. Methods in educational psychology. Methods for collecting data: experiment, observation, survey, interview, anamnesis. Methods for exploring data: qualitative and quantitative approaches. Ethics of psychodiagnostics.
  • 3. Learning. Terminology, definition. Psychology of learning. Aspects of learning process and performance. Learning methods and strategies. Psychological theories of learning. Behaviorism, neobehaviorism, Gestalt theory, connectivism etc. Laws of learning. Motivation. Interference and transfer of human learning. Yerkes-Dodson law. Exercise and effectiveness. Aspects of learning process and performance. Learning environment, resources and personality of teacher.
  • 4. Learning methods and strategies. Knowledge, skills and habits acquisition. Visual perception, abstract thinking and practice. Superlearning, problem-based learning, collaborative learning, overlearning, PQRST etc.
  • 5. Learning styles. Definition, classification and diagnosis of learning styles. Self-regulation of learning styles. Pupil's concepts of learning. Prerequisites for successful study.
  • 6. Psychological aspects of assessment, testing and classifying pupils' learning outcomes. Definition of terms of evaluation, testing and marking. Testing and evaluation functions, types of tests. Psychological aspects of stage-fright.
  • 7. Thriving and successful pupils/students, not successful and failing students. School success and student failure. Characteristics of school success - failures, forms of failure, agents (internal and external). Success and failure in the narrower and broader sense of the word (school practice and pedagogical-psychological approach). 8. Creativity. Definition. Development of creativity. The creative process and its components. Creative thinking and creative process in school. Creativity of a teacher.
  • 9. Intellectually gifted children. Exploring and developing their personalities. Myths and prejudices about gifted children. Identification of gifted pupils. Specific ways of working with talented children at school, advantages and disadvantages.
  • 10. Teacher. Teacher's personality. Models of the teacher's professional cycle. Professional proficiency of a teacher. Teacher's teaching styles. Prevention of teacher burnout syndrome.
  • 11. School class. Psychosocial climate of the class. The factors affecting the climate of the school class. Determination of class climate, possibilities and limits of intervention. Climate of the school.
  • 12. Education and self-education. Educational means - rewards and punishments, etc. Methods of education.
    required literature
  • JEDLIČKA, Richard, Jaroslav KOŤA and Jan SLAVÍK. Pedagogická psychologie pro učitele : psychologie ve výchově a vzdělávání. Illustrated by Jana Slavíková. Vydání 1. Praha: Grada, 2018. 528 stran. ISBN 9788027105861. URL info
  • MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013. 702 s. ISBN 9788026201748. info
  • ČÁP, Jan and Jiří MAREŠ. Psychologie pro učitele. Vydání druhé. Praha: Portál, 2007. 655 stran. ISBN 9788073672737. info
  • ČÁP, Jan and Jiří [pedagog] MAREŠ. Psychologie pro učitele [Čáp, 2001]. Vyd. 1. Praha: Portál, 2001. 655 s. ISBN 80-7178-463-X. info
  • Psychologie výchovy a vyučování. Edited by Jan Čáp. 1. vyd. Praha: Univerzita Karlova - Vydavatelství Karolinum, 1993. 413 s. ISBN 80-7066-534-3. info
    recommended literature
  • DAŘÍLEK, Pavel a Pavel KUSÁK. Pedagogická psychologie. Část A. 1. vyd. Olomouc: Vydavatelství Univerzity Palackého, 1998. 234 s. ISBN 80-7076-837-2.
  • ĎURIČ, Ladislav, GRÁC, Ján, ŠTEFANOVIČ, Jozef. Pedagogická psychológia. Vyd. 2. Bratislava: Jaspis, 1991. 333 s. ISBN 80-900477-6-9.
  • ĎURIČ, Ladislav a Jozef ŠTEFANOVIČ. Psychológia pre učiteľov [Ďurič, 1977]. 2. vyd. Bratislava: Slovenské pedagogické nakladateľstvo, 1977. 592 s.
  • FONTANA, David. Psychologie ve školní praxi : příručka pro učitele. Vyd. 4. Praha: Portál, 2014. 383 s. ISBN 9788026207412. info
  • PRŮCHA, Jan, Eliška WALTEROVÁ and Jiří MAREŠ. Pedagogický slovník. 7., aktualiz. a rozš. vyd. Praha: Portál, 2013. 395 s. ISBN 9788026204039. info
  • HAVIGEROVÁ, Jana Marie. Pět pohledů na nadání. Vyd. 1. Praha: Grada, 2011. 144 s. ISBN 9788024738574. URL info
  • HŘÍBKOVÁ, Lenka. Nadání a nadaní : pedagogicko-psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Vyd. 1. Praha: Grada, 2009. 255 s. ISBN 9788024719986. URL info
  • Pedagogická encyklopedie. Edited by Jan Průcha - Tomáš Janík - Milada Rabušicová. Vyd. 1. Praha: Portál, 2009. 935 s. ISBN 9788073675462. info
  • VENDEL, Štefan. Pedagogická psychológia. 2. vyd. [Bratislava]: Epos, 2007. 447 s. ISBN 9788080577100. info
  • HŘÍBKOVÁ, Lenka. Základní témata problematiky nadaných. Vyd. 1. Praha: Univerzita Jana Amose Komenského Praha, 2007. 72 s. ISBN 9788086723259. info
  • VÁGNEROVÁ, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. V Praze: Karolinum, 2005. 430 s. ISBN 8024610744. info
  • LOKŠOVÁ, Irena and Jozef LOKŠA. Tvořivé vyučování. Vyd. 1. Praha: Grada, 2003. 208 s. ISBN 8024703742. info
  • KUSÁK, Pavel and Pavel DAŘÍLEK. Pedagogická psychologie. 2. vyd. Olomouc: Univerzita Palackého, 2001. 234 s. ISBN 8024402947. info
  • LOKŠOVÁ, Irena and Jozef LOKŠA. Pozornost, motivace, relaxace a tvořivost dětí ve škole. Vyd. 1. Praha: Portál, 1999. 199 s. ISBN 807178205X. info
  • MAREŠ, Jiří. Styly učení žáků a studentů. Vyd. 1. Praha: Portál, 1998. 239 s. ISBN 80-7178-246-7. info
  • ĎURIČ, Ladislav and Mária BRATSKÁ. Pedagogická psychológia : terminologický a výkladový slovník. Edited by Viliam S. Hotár - Jozef Pastier. 1. vyd. Bratislava: Slovenské pedagogické nakladateľstvo, 1997. 463 s. ISBN 8008024984. info
  • VÁGNEROVÁ, Marie. Psychologie problémového dítěte školního věku. 1. vyd. Praha: Karolinum, 1997. 170 s. ISBN 8071844888. info
  • KOHOUTEK, Rudolf. Základy pedagogické psychologie. Brno: Cerm, 1996. 184 s. ISBN 808586794X. info
    not specified
  • Evidence-based approaches in positive education : implementing a strategic framework for well-being in schools. Edited by Mathew A. White - A. Simon Murray - Martin E. P. Seligman. Dordrecht: Springer, 2015. xxxiii, 18. ISBN 9789401796668. info
  • SLEZÁČKOVÁ, Alena and Jana Marie HAVIGEROVÁ. Positive education : Principles and contribution to the prevention of socially pathological phenomena at school. In Miłkowska, Grazyna. Prevention in School - Prevention in Education. Toruń: Wydawnictwo Adam Marszałek, 2013. p. 152-168. International Forum for Education ; No. 2(4). ISBN 978-83-7780-750-7. info
Teaching methods
Lectures, seminars, exercises, class discussions.
Assessment methods
Assessment methods: examination. Requirements for successful completion of the course: 70% attendance, seminar paper, knowledge test.
Language of instruction
Further comments (probably available only in Czech)
The course is taught annually.
The course is also listed under the following terms Spring 2023.
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