Educational Psychology represents a dynamic and scientifically-grounded approach to understanding the processes of teaching and learning. Its significance extends beyond traditional pedagogy, as it actively seeks to enhance educational outcomes and facilitate meaningful cognitive, emotional, and behavioral development in learners. The success of educational systems and the holistic development of students hinges on the effective application of educational psychology principles, making it an essential component of modern education and instructional design. It may be mentioned here that educational psychology has served as a useful construct to explore the dynamics of learning, development, and instruction across diverse educational contexts worldwide. It is a fact that educational practices have often fallen short of learners' developmental needs and potential. Educational psychology seeks to fill the gap between pedagogical aspirations and actual learning outcomes. It also seeks to lay its foundation on certain common themes in the area of human development, learning theories, motivation, assessment, and the socio-cultural environment of different educational settings.Educational psychology bridges the divide between theoretical knowledge about learning processes and practical classroom applications. By integrating insights from psychology, cognitive science, and educational research, it provides educators with evidence-based strategies to address individual differences, optimize teaching methods, and create supportive learning environments. This interdisciplinary field acknowledges that effective education requires understanding not only what students learn, but how they learn, why they learn, and what factors facilitate or hinder their learning journey.The ultimate goal of educational psychology is to transform educational experiences, ensuring that every learner reaches their fullest potential through scientifically informed, culturally responsive, and developmentally appropriate instructional practices.
| Course Status : | Upcoming |
| Course Type : | Core |
| Language for course content : | English |
| Duration : | 8 weeks |
| Category : |
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| Credit Points : | 4 |
| Level : | Undergraduate |
| Start Date : | 05 Jan 2026 |
| End Date : | 30 Apr 2026 |
| Enrollment Ends : | 28 Feb 2026 |
| Exam Date : | |
| Translation Languages : | English |
| NCrF Level : | 4.5 |
Week First
1. Educational psychology:Meaning ,nature and scope | |||||||||||||||
2. Survey in educational psychology | |||||||||||||||
3. Observation as a research method in educational psychology | |||||||||||||||
4. Experimental method in educational psychology
Week Second | |||||||||||||||
1. Case study in educational psychology | |||||||||||||||
2. Concept and Nature of Individual Differences | |||||||||||||||
3. Educational Implications of Individual Differences | |||||||||||||||
4. Concept,meaning,characteristics,and factors affecting learning
Week Third | |||||||||||||||
1. Transfer of Learning | |||||||||||||||
2. Operant Conditioning Learning Theory | |||||||||||||||
3. Robert Gagne's conditions of learning Theory | |||||||||||||||
4. Insightful Learning Theory
Week Fourth | |||||||||||||||
1. Albert Bandura's Social Learning Theory | |||||||||||||||
2. Motivation: Concept, Importance and Types | |||||||||||||||
3. Factors Affecting Motivation | |||||||||||||||
4. Promoting Motivation Among Learners
Week Fifth | |||||||||||||||
1. Intelligence: Nature,concept and Determinants of Intelligence | |||||||||||||||
2. Multi Factor Theory of intelligence | |||||||||||||||
3. Guilford's Structure of Intellect | |||||||||||||||
4. PASS Model of Intelligence
Week Sixth | |||||||||||||||
1. Binet-Simon Test of Intelligence | |||||||||||||||
2. Bhatia Battery Performance Test of Intelligence | |||||||||||||||
3. Cattel's Culture Fair Test of intelligence | |||||||||||||||
4. Emotional Intelligence
Week Seventh | |||||||||||||||
1. Creativity and its Nourishment | |||||||||||||||
2. Techniques to Nurture Creativity | |||||||||||||||
3. Stages of Creativity | |||||||||||||||
4. Creativity and its measurement
Week Eighth | |||||||||||||||
1. Meaning, definition and development of personality | |||||||||||||||
2. Trait Theories | |||||||||||||||
3. Type Theories | |||||||||||||||
4. Carl Rogers' Self Theory
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1. Ewen, R. B. (2021). An Introduction to Theories of Personality (7th ed). Psychology Press.
2. Bharti, J. (2020). Personality Theories: An Overview: A creative Perspective of Learning. Notion Press.
3. Feist, J. & Feist, G (2008). Theories of Personality. McGraw-Hill Education.
4. Kothari, V. (2008). Personality: Theories and Assessment (2nd Ed.). Spring Season publications.
5. Schultz, S. E. & Schultz, E. S. (2013). Theories of Personality. Cengage
6. Leonard, D. C. (2002). Learning Theories A to Z. Greenwood Publishing Group.
7. Schunk, D. H (2008). Learning Theories-An Educational Perspective (5th ed). Pearson
8. Olson, H. M. & Ramirez, J.J (2015). An Introduction to theories of Learning. Atlantic Publication.
9. Pritchard, A. (2014). Ways of learning (3rd ed.) Routledge
10. Wolman, B. B. (1985). Handbook of Intelligence: Theories, Measurements, and Applications. United Kingdom: Wiley.
11. Phythian, M., Gill, P., & Marrin, S. (Eds.). (2008). Intelligence Theory: key questions and debates. Routledge.
12. Sternberg, R. J. (1985). Beyond IQ: a triarchic theory of human intelligence. United Kingdom: Cambridge University Press.
13. Sternberg, R. J., & Williams, W. M. (1998). Intelligence, instruction, and assessment: Theory into practice. Routledge.
14. Carroll, H. A. (1969). Mental Hygiene- The Dynamics of Adjustment. Prentice Hall.
15. Miller, W. R., Yahne, C. E., Rhodes, J. M. (1990). Adjustment: The Psychology of Change. United States: Prentice Hall.
16. Gomes, L. (1993). The International Adjustment Mechanism: From the Gold Standard to the EMS. United Kingdom: Palgrave Macmillan UK.
17. Heyns, R. W. (1958). The Psychology of Personal Adjustment. United States: Dryden Press.
Prof. (Dr.) Amina Parveen is a Professor in the Department of Education, University of Kashmir, Srinagar, Jammu & Kashmir, India. She holds a Ph.D. (2012), M.Phil. (2003), and M.A. in Education (1999) from the University of Kashmir, and was the first candidate from the valley to qualify UGC-NET in Education (1999). Her doctoral research focused on “Effect of Counseling on the Need-Achievement, Study Habits and Academic Achievement of Underachievers.” With over two decades of teaching and research experience, Prof. Parveen specializes in Psychological Foundations of Education, Guidance and Counselling, Special Education, and Inclusive Education. She has served in various academic and professional capacities, including as Academic Counselor and Resource Person for IGNOU, DDE (University of Kashmir), IMPA, and BGSB University. An approved Ph.D. supervisor since 2013, she has guided multiple M.Phil. and Ph.D. scholars. She has over 38 research papers published in reputed national and international journals (including Scopus and UGC-CARE listed) and has contributed book chapters in IGI Global publications. She has also authored several academic books on education and psychology prescribed for undergraduate and postgraduate courses under the University of Kashmir.Her citation record reflects significant scholarly impact, with 140 citations to her credit. Prof. Parveen continues to contribute to advancing inclusive and resilient educational practices through teaching, research, and academic mentorship.
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