Educational Psychology - Research Paper Example

The following research paper discusses the field of educational psychology with an example of a piece of research that contributes to the overall knowledge of the field. Educational psychology looks at the relationship between psychological principles and the study of how learning is accomplished. Duckworth, Grant, Loew, Oettingen, and Gollwitzer (2011) did an experimental study on the relationships between Mental Contrasting, or MC with implementation intervention in adolescents as they approached their PSAT’s. The study was done with 66 high school students in the spring of their second year and following up with the practice test in the fall of their third year. The study concluded that MC and implementation intervention improved goal setting outcomes for students in adolescence. The study is supported by a series of theories including aspects from both Vygotsky and Piaget. Other studies also support the outcome of the study including biological psychological studies in which the brain responds to the use of MC as well as studies of the use of MC to help students achieve other goals. In relating this study to the pursuit of educational psychology, it is clear that the field has relative importance in finding ways to make learning more efficient and successful in the future. An individual who chooses to pursue this field of study is contributing materially and theoretically to the field so that learning environments, tools, and methods can be improved for future generations of learners. Introduction Educational psychology is a discipline that allows for the study of education through the ideas and theories that have been presented in the science of psychology. The field of educational psychology allows for the researcher to look at the ways in which development applies to the capacity of learning so that theory and methods can be applied to educational opportunities for children and adults. A study done by Duckworth, Grant, Loew, Oettingen, and Gollwitzer (2011) holds research done on mental contrasting with implementation intervention in adolescents. This study is an example of how psychological theory can be applied to educational structures. While it has been shown that mental contrasting and implementation interventions have been shown to be effective with adults, it was not clear before their experiment whether or not it was an effective method for adolescent staged learners. In an examination of the study done by Duckworth, Grant, Loew, Oettingen, and Gollwitzer (2011), the following paper will show that educational psychology has implications on methods of learning that can help to increase education towards higher achievement. Educational Psychology Educational psychology is the use of psychological principles and approaches to examine the way in which the experience of education occurs and to apply these understandings to the furthering of educational methods in order to create the best possible outcomes from the institutions of learning (Abuhewaij, 2010). Judd (2012) discusses the idea of educational psychology by defining as “the science which describes and explains the changes that take place in individuals as they pass through various stages of development from birth to maturity” (p. 3). Educational psychology can be discussed as a science in which the principles of psychology are applied to the developmental growth of children and adults as they pursue learning with the intention of improving the ways in which education is approached. Goal Setting in Adolescents Mental Contrasting with Implementation Intentions Oettingen, Mayer, and Brinkmann (2010) defined mental contrasting as the act of setting a goal for the future and the effect of identifying obstacles that exist in current reality. By creating a connection or link between the imagined future and the present obstacles to that goal, success is more likely because decision making is made through realistic ideas about the pathway from the present to the goal. The act of mental contrasting works as a way to discover what is in the way of a goal and if it is feasible to overcome that obstacle. Oettingen, Mayer, Timur Sevincer, Stephens, Pak, and Hagenah (2009) discuss the self-regulation strategy of mental contrasting as an effective method of energization. Through energizing the individual with the possibility of achieving goals, the goals are much more likely to be achieved. The study that was done by Duckworth, Grant, Loew, Oettingen, and Gollwitzer (2011) intended to show that not only does this work for adults, it is an effective method of teaching self-regulation and discipline to adolescents. The researchers designed a research experiment in which the struggle for adolescents in setting and working towards goals with the development of sustained self-discipline was examined. The study examined the use of Mental Contrasting (MC) with students preparing for a practice PSAT exam by allowing half of the participant group to write a 30 minute mental contrasting with implementations intentions intervention and the other half writing what was considered a placebo writing exercise. Adults have been shown to utilize MC with a high rate of success so this study not only examined MC in the use for adolescents but to see if adult methods could be translated to adolescent goal setting. Duckworth et al (2011) used a participant study in which students from an ethnically diverse, neutral socio-economic leveled high school that were in their second year of high school were given instructions and permission slips for the study. After those who were no longer eligible were eliminated there were 66 students remaining for the study. In the spring of their second year they were informed that they would be taking a practice PSAT test in the next fall. Half were given a writing assignment to set goals for that practice test. The other half was given a writing assignment that was not related to the PSAT. The test was successfully randomized. The students who used MC completed more of their workbook towards studying for the PSAT with girls finishing slightly more than boys. These students finished 60% more than did the control group. Adolescents were shown to be able to learn and implement self-regulation strategies through the example of MC. The researchers believe that this means that adolescents can be taught to self-regulate and have more discipline in their approach to learning through strategies that are introduced to them with the goal of creating more efficacies. Theories that Support Mental Contrasting Lev Vygotsky developed ideas about the development of children, one of which was the emergence of self-regulation. Self-regulation comes at different intervals or milestones of development in which concepts such as cooperation, signs and communication, and moral reasoning all are a part of the enculturation that supports social self-regulation. A child learns that they must wait to get to do something because others were before them in line. A child learns to act morally by acquiring different understandings of the self in context with the world (Langford, 2005). Children are learning all the time how to self-regulate in different circumstances, but it is possible that goal setting has been neglected as a learned skill on a formalized level. Jean Piaget formulated the idea of the schema as a way in which to term the “cohesive repeatable action sequence processing component actions that are tightly interconnected and governed by a core meaning” (Tuckman & Monetti, 2011, p. 46). These might be thought of as index cards that participate in organizing thoughts so that when needed they are pulled and used in order to inform the individual on how to react to their environment through their learned experiences. The externalized organization of MC might be seen for the same kind of experience. The identification of obstacles allows for the individual to pull the schema that can be used to solve the dilemma that the obstacle presents. Obstacles can be addressed according to learned responses, but if the obstacle does not have a learned experience to coordinate with a solution, the goal may not be feasible or it may require more learning to find the solution that is appropriate. It is possible to address the benefits of MC through examining the physiological changes in the brain during its used. As cited in Oettingen et al (2009) Achtziger, Fehr, Oettingen, Gollwitzer, and Rockstroh (2009) found that through using brain-imaging techniques for measuring magnetic fields which occur in the electrical activity in the brain it “showed that mental contrasting, unlike indulging and resting, implicates brain activity in areas associated with working and episodicmemory, intention maintenance and action preparation, as well as vivid visualization” (p. 139). The use of MC can be show to stimulate the area of the brain where other concepts of goal achievement have had a similar effect. The use of MC in other areas of achievement for adolescents has been supported by the evidence of research. Stice, Shaw, and Marti (2006) show that children and adolescents who are obese can benefit from the idea of MC and implementation intervention. Tangney, Baumeister, & Boone (2004) discuss the attribute of self-regulation as important in the ability to set and achieve goals. The achievement of good grades is often linked to the ability to create self-discipline so that goals can be achieved through the removal of obstacles. The use of MC and implementation intervention has the capacity to create the mental framework from which effective goal setting and achievement can be made in relationship to adolescent futures. Educational Psychology The study done by Duckworth et al (2011) is an example of the functional ways in which educational psychology can be used to further the field of education. Through the work of Achtziger et al (2009) the use of biological psychology shows that there is validity in the experimental research done by Duckworth et al (2009). The use of MC or similar strategies for learning have shown success in adolescent learning so that it is possible that this concept could be used as a method of increasing the overall success of adolescents as they journey towards and into adult life. Educational psychology research has the capacity to create better learners and learning environments in which strategies that come from research investigation can be utilized. Educational psychology is closely associated to developmental psychology. Both are concerned with milestones that indicate progress in learning. Educational psychology, however, is more concerned with the idea of remote causes for the problem of learning situations. Judd (2012) uses the example of a pupil who is having difficulty in sixth grade math may have not learned the basics in an earlier grade that would have provided the appropriate foundation for that subject. Unusually high success can often be attributed to a successful interaction with an earlier teacher. The cause of today’s result is usually found in the past, thus the idea behind remote causes is very integral to the study of educational psychology. Developmental psychology works with the immediate milestone, but also utilizes the understanding of remote causes. The benefit of the past is crucial for the success of today in both disciplines, but they are approached differently in relationship to function. In order to work as an educational psychologist, one must attain a degree and it would be most beneficial to attain a PhD, although some attain their Masters in psychology with a focus in education in order to begin their career. Having a PhD will increase credibility and provide for more opportunities in the field. In addition, the level of education can produce the capacity to increase the general knowledge of the topic through research that may not be possible at a Master’s level. Educational psychology is a sub-category of psychology and requires discipline in both psychology and education in order to understand how to approach the topics within the areas of research. Educational psychology is a specialized field in which the knowledge of psychology must be understood along with the theories of education in order to place the two disciplines into context. Degrees specifically in Educational Psychology are available at the Master’s level which is the shortest route to working in the field. This can lead to educational opportunities which can include certification to become a school psychologist or further study so that working in a school environment is possible. Educational psychologists can be involved in developing tests, curriculum, and textbooks. Changes in school policies about learning can often come from recommendations of educational psychologists. There are a great many schools who offer this as a specialization including Texas A&M, Loyola in Chicago and in Marymount, University of Illinois, and most state universities (My Plan, 2013). The potential for pay in the field of psychology averages$68,640 per year in the United States with the average hourly rate at 33.00 per hour. Someone who specializes in a specific field can earn a higher average rate of pay determined by contributions in their field (Bureau of Labor Statistics, 2013). Personal Reflection My personal interest in this area of psychology is based upon my current career and future career goals. I currently work in a Head Start program with the hope of pursuing educational psychology in order to contribute to the field of education in a meaningful way. It is my desire to help the families that I work with on a regular basis so that they can achieve greater learning capacities for their children through methods that are innovative and relative to current understandings of developmental and learning frameworks. The positive aspect of working in this field is the ability to contribute to the methods of learning currently in practice. The negative aspect is that it might take me out of the hands on environment where I would have daily interaction with students and place me into the theoretical realm where I do more research than teaching if I were to pursue this to its highest level of achievement. Conclusion The field of educational psychology contains the potential for greatly improving education so that learning and achievement by students can be increased in positive and meaningful ways. Duckworth et al developed an example of a research study that contributed to proving the effectiveness of MC as a strategy for goal setting for adolescents. This example reveals how educational psychology can have the potential to make significant changes in the educational system. The future of an educational psychologist can be either in the school system, working with educational tools such as tests or curriculum, or it can be in the field of research. The development of a career in educational psychology requires intensive study of two combined disciplines, but has the potential for making real change in the world Resources Abuhewaij, M. (2010). Principles of modern educational psychology. Bloomington, Ind: Trafford On Demand Pub. Achtziger, A., Fehr,T.,Oettingen, G.,Gollwitzer, P. M.,&Rockstroh, B. (2009). Strategies of intention formation are reflected in continuous MEG activity. Social Neuroscience, 4, 11–27. Bureau of Labor Statistics. (2013) Retrieved from http://www.bls.gov/ooh/life-physical-and- social-science/psychologists.htm (Accessed on 14 February 2013). Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2011). Self‐regulation strategies improve self‐discipline in adolescents: benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1), 17-26. Judd, C. H. H. (2012). Educational psychology. New York: Routledge. Langford, P. (2005). Vygotsky’s developmental and educational psychology. New York: Routledge. My Plan (2013) Retrieved from http://www.myplan.com/majors/colleges-that-offer-this- degree.php?cip=42.1801&offset=60 (Accessed on February 14, 2013). Oettingen, G., Mayer, D., Timur Sevincer, A., Stephens, E. J., Pak, H. J., & Hagenah, M. (2009). Mental contrasting and goal commitment: The mediating role of energization. Personality and Social Psychology Bulletin, 35(5), 608-622. Oettingen, G., Mayer, D & Brinkmann, B (2010) Mental contrasting of future and reality. Journal of Personnel Psycholgy. 9(3), 138-140. Stice, E., Shaw, H., & Marti, C. N. (2006). A meta-analyticr eview of obesity prevention programs for children and adolescents: The skinny on interventions that work. Psychological Bulletin, 132, 667–691. Tangney, J. P., Baumeister, R. F., & Boone, A. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271–324. Tuckman, B. W., & Monetti, D. M. (2011). Educational psychology. Belmont, CA: Wadsworth/Cengage Learning. Read More