Psychological Predictors of Achievement

EDUC23051 Psychological Predictors of Achievement 20 Semester 1 Undergraduate Level 5 Hannah Wilkinson Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 Underpinned by a positive psychology perspective, this unit considers the intrapersonal (factors within an individual) and interpersonal (factors between individuals) which interact to shape someone’s academic trajectory. Undertaking this unit, students will build an understanding of the complexity of how these factors intersect to contribute to how individuals navigate the educational environment. This unit offers students opportunities to explore a variety of topics such as motivation, self-efficacy, academic buoyancy and resilience, self-regulation, and competence beliefs. In addition to developing understanding of key theoretical models, the unit is grounded within the real-world context, encouraging students to reflect upon the application of knowledge within the educational context, providing opportunity for critical analysis and reflection. The unit also aims to enhance students’ understanding of their own academic trajectory, encouraging self-reflection and goal setting for their current studies. Underpinned by a positive psychology perspective, this unit considers the intrapersonal (factors within an individual) and interpersonal (factors between individuals) which interact to shape someone’s academic trajectory. Undertaking this unit, students will build an understanding of the complexity of how these factors intersect to contribute to how individuals navigate the educational environment. This unit offers students opportunities to explore a variety of topics such as motivation, self-efficacy, academic buoyancy and resilience, self-regulation, and competence beliefs. In addition to developing understanding of key theoretical models, the unit is grounded within the real-world context, encouraging students to reflect upon the application of knowledge within the educational context, providing opportunity for critical analysis and reflection. The unit also aims to enhance students’ understanding of their own academic trajectory, encouraging self-reflection and goal setting for their current studies. The unit aims to:<ul><li>To provide coverage of the BPS qualifying syllabus core area for social psychology and individual differences</li><li>To develop  student understanding of theory and research in psychological aspects of academic achievement  </li><li>To develop student understanding of the interplay between psychology and educational practice</li></ul> <ul><li>Describe and discuss a key theory in socio-cognitive psychology and explain its relevance to educational attainment</li></ul> <ul><li>Produce well-reasoned and a logical progression of arguments within the field of socio-cognitive psychology</li><li>Synthesise findings from appropriate empirical evidence</li><li>Produce evidence-based recommendations for teaching practices relating to socio-cognitive theory  </li></ul> <ul><li>Use a wide range of resources to identify, select and organise psychological concepts and evidence to respond to real world context </li></ul> <ul><li>Use appropriate tone and language to communicate with a professional audience  </li></ul> Indicative topics:<ul><li>Motivation and engagement</li><li>Personality  </li><li>Competence beliefs</li><li>Teacher-student relationships</li><li>Academic emotions  </li><li>Self-handicapping</li><li>High-stakes testing context</li><li>Test anxiety</li><li>Academic buoyancy and resilience</li><li>Self-concept and self-efficacy  </li><li>Self-regulation  </li></ul> The unit deploys a flipped learning approach in order to maximise active learning within the classroom. Students will engage in asynchronous pre-sessional lecture materials (e.g. videos/mini activities/reading etc.), which provide students with a core overview of the topic area (approx. 1-2 hours per week). These learnings will be enhanced through weekly synchronous, face-to-face sessions (2 hours per week) which will build upon knowledge acquired in asynchronous activities through case/scenario-based learning and class discussion and debate. Students will contribute ideas through small group verbal discussions and digital tools (such as Padlet/Miro/Hypothesis). Students are provided with weekly recommended reading and further reading options to engage with, within private study time, to deepen their understanding of the topic area (2-3 hours per week). Students are encouraged to actively reflect upon feedback from previous assignments in order to deploy learnings from this into their assignment.  0 Other 100% Assignment (100%) — 2,500 words/15 minutes<ul><li>Assignment title: Considering one of the topics covered in the unit, and in light of empirical work, consider what advice you would provide to teachers wanting to understand more about the interpersonal and intrapersonal factors influencing students’ achievement within their classroom.</li><li>Assessment is optional format so students are able to choose their preferred format for the assignment e.g. essay, letter, blog post, recorded presentation, video etc. </li></ul> Online via VLE within University guidelines. N BSc Psychology of Education is externally accredited by the British Psychological Society. Elliot, A. J., Dweck, C. S., & Yeager, D. S. (Eds.). (2017). Handbook of competence and motivation: Theory and application. Guilford Publications.Martin, A. (2010). Building classroom success: Eliminating academic fear and failure. Bloomsbury Publishing.Smith, M., & Firth, J. (2018). Psychology in the Classroom: A Teacher's Guide to what Works. Routledge.Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.Smith, M. (2017). The emotional learner: Understanding emotions, learners and achievement. Routledge.Reschly, A. L., & Christenson, S. L. (Eds.). (2022). Handbook of research on student engagement (pp. 3-24). New York: Springer.Smith, M. (2020). Becoming buoyant: Helping teachers and students cope with the day to day. Routledge. Seminars 20 0 180 Expected OutcomesThe module forms part of the BSc Psychology of Education programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the relevant PSRB (BPS).  As outlined by BPS, content includes core topics such as: personality, motivation, emotion, group processes and intergroup relations, social influence, positive psychology (Section 3.4 Subject Knowledge and Understanding Statement).By taking this unit students can expect to develop a number of key academic skills including written communication and IT skills through the production of a credit-bearing assignment. Furthermore, students will develop their critical thinking, problem-solving skills and anticipatory competencies through taught materials, debates and independent study.  The unit will also engage students in the development of their key personal skills in self-awareness and reflection through engagement and discussion on topics with peers and staff. This unit provides students with the opportunity to develop employability skills including verbal communication, collaboration and  teamwork, through lecture discussion.Formative assessments provides students with the opportunity to reflect on their own learning and engage in self-regulation opportunities to further their academic development. The summative assessment provides students with an opportunity to engage in an authentic professional task by considering the application of a psychological theory into the educational context.