psychology in education

What Is Educational Psychology? Theories, Degrees And Careers

Updated: Jan 4, 2024, 1:20am

If you’re interested in how people learn and process information, you might consider a career in educational psychology. This field sits at the intersection of education and psychology, which may be appealing to individuals who do not want to become teachers but aspire to counsel students in educational settings. Career options include school counselor, educational consultant and research-based roles.

In this article, we’ll introduce you to the unique field of educational psychology, including common careers, requirements and earning potential.

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What Does Educational Psychology Study?

Educational psychology professionals focus on the ways people absorb and retain information. These professionals study various theories of educational development, all of which inform teaching styles employed in classrooms across the world.

Educational psychologists work with teachers and school administrators to put in place sound educational practices that benefit most of the student body. These psychologists may also help with more difficult issues, such as learning disabilities or students with low academic performance.

While most of an educational psychologist’s work takes place at the K-12 level, some also work with adults who have learning disabilities.

Educational Psychology Theories

The field of educational psychology is built on several theories regarding how people learn.

John Watson developed the behavioral theory of educational psychology in 1913. This theory states that people are born with minds that are essentially blank, and people’s behavior is a result of their surrounding environment. Behavioral theory places little focus on the idea of innate or inherited knowledge, focusing instead on how individuals gain knowledge through learning and conditioning.

Behavioral theory uses a system of rewards and punishments to change behavior. A good example of this is giving students points for good behavior and rewarding the class once they’ve accumulated enough points.

Developmental

Psychologist Jean Piaget was a popular adherent to the developmental theory of educational psychology. This perspective asserts that people learn skills and concepts along a well-defined continuum involving growth and maturation. It examines how nature and nurture work together to shape a person’s development.

By understanding how children think as they move from one stage of life to the next, educational psychologists can build a better understanding of children’s development.

Cognitivism was developed in response to the theory of behaviorism, asserting that learners process information through the filter of what they already know. This theory emphasizes memory and organization. Classroom examples of cognitivism can include memorization, concept mapping and the use of analogies and metaphors to help with memory.

Constructivist

This perspective focuses on how students are constantly evolving and gaining knowledge during their learning journey. The theory places importance on real-world scenarios and using critical thinking skills to solve problems.

Psychologist Lev Vygotsky was a pioneer of constructivist theory. His research on the zone of proximal development, which separates tasks into three main categories based on skill level, is the main tenet of the cognitive theory of educational psychology.

Experiential

This theory of educational psychology emphasizes how a person’s life experience can influence their understanding and processing of new information. Similar to both the constructivist and cognitive perspectives, this theory considers factors like the learner’s thoughts, feelings and personal experiences more heavily than other theories.

What Degrees Can You Get in Educational Psychology?

If you’re wondering how to become a psychologist in the education space, you can start by pursuing an undergraduate degree in just about any field. Specific bachelor’s degrees in educational psychology are rare, so prospective educational psychologists might instead pursue undergraduate degrees in history, business, general psychology or education.

Do you plan to start with a general psychology bachelor’s degree? Consider our list of the best online psychology degrees .

Master’s in Educational Psychology

At the master’s level, educational psychology learners complete both core curricula and elective courses. Typical master’s in psychology programs require a bachelor’s degree for admission and take two years of study to complete.

Most master’s programs in educational psychology combine core and elective courses, allowing students to choose their desired path within the field of educational psychology. Common coursework for a master’s in educational psychology includes human development, research and analysis, applied learning behaviors, consultation in special education, learning across the lifespan and qualitative approaches to education.

To learn more, check out our list of the best online psychology master’s degrees .

Doctorate in Educational Psychology

For many individuals pursuing careers in psychology , a doctoral degree is necessary. After completing a Ph.D. in educational psychology, students are prepared for careers as college professors, researchers or educational consultants.

Doctoral programs in educational psychology result in Ph.D., Ed.D. or Psy.D. degrees. Ph.D. graduates tend to pursue careers in research, while Ed.D. and Psy.D. graduates typically practice psychology in educational settings. Doctoral programs in psychology typically require either a bachelor’s or a master’s degree for admission and take between three and five years to complete.

Careers in Educational Psychology

Are you wondering what you can do with a degree in educational psychology? Below, we’ve outlined some popular career paths for students who pursue this degree.

We sourced the below salary data from the U.S. Bureau of Labor Statistics (BLS) and Payscale .

Educational Psychologist

Median Annual Salary: $85,330 Projected Job Growth (2022-2032): +6% Job Description: Educational psychologists study the ways people learn and process information. They often work in school settings but can also perform counseling services or conduct research in their field.

Educational Researcher

Average Annual Salary: Around $67,000 Job Description: Education researchers often work at colleges or universities. These professionals are tasked with analyzing academic departments to ensure they are using the most effective curriculum.

School Psychologist

Median Annual Salary: $81,500 Projected Job Growth (2022-2032): +1% Job Description: School psychologists perform a variety of counseling and psychological services in schools. They develop and implement strategies to help schools address students’ educational or behavioral issues. School psychologists often work with at-risk or learning-disabled students to develop strategies to ensure academic success. We explore this position in detail in our guide on how to become a school psychologist .

College Counselor

Median Annual Salary: $60,140 Projected Job Growth (2022-2032): +5% Job Description: School and college counselors work in educational settings to help students develop their paths to academic success. These counselors assist students with selecting majors or career paths.

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Christin Perry is a freelance writer whose work has appeared in numerous outlets, including WeddingWire, The Knot, Parents and Verywell Family. When she's not working, Christin enjoys reading, gardening and hanging out with her husband and four young kids. She also loves to do small home improvement projects any chance she gets.

Educational Psychology: Learning and Instruction

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Part of the book series: Springer International Handbooks of Education ((SIHE))

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Educational psychology is a field that straddles two large domains: education and psychology. Reaching far back into antiquity, the field was borne from philosophies and theories that weaved back and forth between each domain all with the intent of understanding the way learners learn, teachers teach, and educational settings should be effectively designed. This chapter tells the story of educational psychology – its evolution, its characteristics, and the insights it provides for understanding it as a field of study, teaching it at the tertiary level of education, and leveraging its findings in the classroom. The chapter begins with a rationale for a curriculum of educational psychology, tracing its core teaching and learning objectives. It describes the topics that are core to the field, as well as the theory-based and evidence-based strategies and approaches for teaching it effectively. It discusses the basic principles of effective teaching, including problem-based learning, inquiry-based learning, and small-group and service-based learning, among others. Finally, it addresses technology in learning, open-university teaching and learning, and closes with a discussion of the best approaches – both theory-based and evidence-based – for assessing the core competencies of the field.

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Department of Psychology, University of Wisconsin, Madison, WI, USA

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Douglas A. Bernstein

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Schwartz, N., Click, K., Bartel, A. (2022). Educational Psychology: Learning and Instruction. In: Zumbach, J., Bernstein, D., Narciss, S., Marsico, G. (eds) International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-26248-8_67-1

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DOI : https://doi.org/10.1007/978-3-030-26248-8_67-1

Received : 28 April 2021

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APA Educational Psychology Handbook

Editors-in-Chief: Karen R. Harris, EdD ; Steve Graham, EdD ; Tim Urdan, PhD

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• Table of contents
• Contributor bios
• Book details
• Additional Resources

The APA Educational Psychology Handbook reflects the broad nature of the field today, with state-of-the-science reviews of the diverse critical theories driving research and practice; in-depth investigation of the range of individual differences and cultural/contextual factors that affect student achievement, motivation, and beliefs; and close examination of the research driving current assessment, decision making, teaching skills and content, teacher preparation, and the promotion of learning across the life span and with special populations.

• Volume 1 addresses the definition of educational psychology, some of the most critical theories driving research and practice today, broad areas of research that educational psychology has addressed based on multiple theories and that make an important contribution to the field, and emerging and cutting-edge issues.
• Volume 2 includes 21 chapters that examine a range of individual differences, cultural factors, and contextual factors affecting student achievement, motivation, and beliefs.
• Volume 3 focuses on specific applications of research in educational psychology for assessment and decision making, teaching skills and content, promoting learning, and teacher preparation as well as across the life span and with special populations.

Volume 1: Theories, Constructs, and Critical Issues

Editorial Board

About the Editors-in-Chief

Contributors

Series Preface

Introduction

I. Conceptualization, Research Design, and Foundational Theories

• Projecting Educational Psychology's Future From Its Past and Present: A Trend Analysis Patricia A. Alexander, P. Karen Murphy, and Jeffrey A. Greene
• Current and Emerging Design and Data Analysis Approaches Jonna M. Kulikowich and Nell Sedransk
• Constructivism Angela M. O'Donnell
• Information Processing Richard E. Mayer
• Social Cognitive Theory Dale H. Schunk
• Sociocultural Approaches to Educational Psychology: Theory, Research, and Application Artin Göncü and Mary Gauvain

II. Theory and Research on Critical Topics: What We Know and Why It Matters

• Metacognition in Education Carey Dimmitt and Christine B. McCormick
• Knowledge and Knowing: The Journey From Philosophy and Psychology to Human Learning P. Karen Murphy, Patricia A. Alexander, and Krista R. Muis
• Personal Epistemology: Theory, Research, and Future Directions Barbara K. Hofer and Lisa D. Bendixen
• Enhancing Students' Performance in Traditional Education: Implications From the Expert Performance Approach and Deliberate Practice Kiruthiga Nandagopal and K. Anders Ericsson
• Human Cognitive Architecture: Why Some Instructional Procedures Work and Others Do Not John Sweller
• Working Memory, Learning, and Academic Achievement H. Lee Swanson and Tracy Packiam Alloway
• Motivation: Past, Present, and Future Sandra Graham and Bernard Weiner
• Self-Regulation of Learning: Process Approaches to Personal Development Barry J. Zimmerman and Andju Sara Labuhn
• Self-Concept: A Synergy of Theory, Method, and Application Herbert W. Marsh, Man Xu, and Andrew J. Martin

III. Emerging Issues and Cutting-Edge Topics

• Resistance and Resiliency in a Color-Conscious Society: Implications for Learning and Teaching Margaret Beale Spencer, Davido Dupree, Brian Tinsley, Ebony O. McGee, Jennifer Hall, Suzanne G. Fegley, and Tyhesha Goss Elmore
• Evidence-Based Practices in Education Bryan G. Cook, Garnett J. Smith, and Melody Tankersley
• Genetics and Education: Toward a Genetically Sensitive Classroom Claire M. A. Haworth and Robert Plomin
• How Neuroscience Contributes to Our Understanding of Learning and Development in Typically Developing and Special-Needs Students James P. Byrnes
• Evolutionary Educational Psychology David C. Geary

Volume 2: Individual Differences and Cultural and Contextual Factors

I. individual differences.

• Academic Emotions Reinhard Pekrun and Elizabeth J. Stephens
• From General Intelligence to Multiple Intelligences: Meanings, Models, and Measures Richard D. Roberts and Anastasiya A. Lipnevich
• Learning Styles and Approaches to Learning Adrian Furnham
• Gifted and Talented Education: History, Issues, and Recommendations Donna Y. Ford
• Personality Moshe Zeidner and Gerald Matthews
• Gender, Motivation, and Educational Attainment Judith L. Meece and Karyl J. S. Askew

II. Instructional Influences on Motivation, Engagement, Conceptual Change, and Moral Development

• Motivation Theory in Educational Practice: Knowledge Claims, Challenges, and Future Directions Avi Kaplan, Idit Katz, and Hanoch Flum
• Engagement and Positive Youth Development: Creating Optimal Learning Environments David J. Shernoff
• Conceptual Change Induced by Instruction: A Complex Interplay of Multiple Factors Stella Vosniadou and Lucia Mason
• Moral and Character Education Marvin W. Berkowitz

III. Cultural and Neighborhood Effects

• Ethnic and Racial Identity in Childhood and Adolescence Cynthia Hudley and Miles Irving
• Factors Affecting the Motivation and Achievement of Immigrant Students Tim Urdan
• Explaining the Black–White Achievement Gap: An Intergenerational Stratification and Developmental Perspective W. Jean Yeung
• Neighborhoods, Schools, and Achievement Jondou J. Chen and Jeanne Brooks-Gunn

IV. Relationships

• Child and Adolescent Peer Relations in Educational Context Philip C. Rodkin and Allison M. Ryan
• Understanding and Preventing Bullying and Sexual Harassment in School Dorothy L. Espelage and Melissa K. Holt
• Parents' Involvement in Children's Learning Eva M. Pomerantz, Elizabeth Moorman Kim, and Cecilia Sin-Sze Cheung

V. Teachers and Classroom Contexts

• Effective Classrooms Helen Patrick, Panayota Mantzicopoulos, and David Sears
• Spring Cleaning for the "Messy" Construct of Teachers' Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us? Helenrose Fives and Michelle M. Buehl
• Effective Teachers and Teaching: Characteristics and Practices Related to Positive Student Outcomes Alysia D. Roehrig, Jeannine E. Turner, Meagan C. Arrastia, Eric Christesen, Sarah McElhaney, and Laura M. Jakiel
• Three Generations of Research on Class-Size Effects Peter Blatchford

Volume 3: Application to Learning and Teaching

I. application across the life span.

• Early Childhood Education Penny Hauser-Cram and Darcy B. Mitchell
• Global Perspectives on Education During Middle Childhood Scott G. Paris, Alexander Seeshing Yeung, Hwei Ming Wong, and Serena Wenshu Luo
• Adolescence Eric M. Anderman
• Learning and Assessment of Adult Reading Literacy John P. Sabatini

II. Assessment and Decision Making in Education

• Using Assessment Data to Make Decisions About Teaching and Learning John L. Hosp
• Large-Scale Assessment for Educational Accountability Stephen N. Elliott, Alexander Kurz, and Laura Neergaard
• Testing Accommodations for Students With Disabilities James M. Royer and Jennifer Randall

III. Teaching Core Skills and Content

• Current and Historical Perspectives on Reading Research and Instruction Michael L. Kamil
• Writing Gert Rijlaarsdam, Huub Van den Bergh, Michel Couzijn, Tanja Janssen, Martine Braaksma, Marion Tillema, Elke Van Steendam, and Mariet Raedts
• Critical Transitions: Arithmetic to Algebra Martha Carr
• Thinking and Reasoning in Science: Promoting Epistemic Conceptual Change Gale M. Sinatra and Clark A. Chinn
• Learning Social Studies: An Evidence-Based Approach David Hicks, Stephanie van Hover, Peter E. Doolittle, and Phillip VanFossen

IV. Instructional Methods

• The Power of Setting: The Role of Field Experience in Learning to Teach Pam Grossman, Matthew Ronfeldt, and Julia J. Cohen
• Designing Instruction for the Contemporary Learning Landscape Fred Paas, Jeroen J. G. van Merriënboer, and Tamara A. J. M. van Gog
• Classroom Applications of Cooperative Learning Robert E. Slavin
• Strategies Instruction Charles A. MacArthur
• Problem-Based Learning Sofie M. M. Loyens, Paul A. Kirschner, and Fred Paas
• Application of Technology to Learning Roxanna Moreno
• Intelligent Tutoring Systems Arthur C. Graesser, Mark W. Conley, and Andrew Olney
• Homework Harris Cooper, Saiying Steenbergen-Hu, and Amy L. Dent

V. Teaching Special Populations

• The Education of English Language Learners Fred Genesee and Kathryn Lindholm-Leary
• Methods for Preventing Early Academic Difficulties Adriana G. Bus, Paul P. M. Leseman, and Susan B. Neuman
• A Comprehensive, Integrated, Three-Tier Model to Meet Students' Academic, Behavioral, and Social Needs Kathleen Lynne Lane, Holly Mariah Menzies, Jemma Robertson Kalberg, and Wendy P. Oakes

Karen R. Harris, EdD, is Currey Ingram Professor of Special Education and Literacy at Vanderbilt University, Nashville, Tennessee. Her research focuses on theoretical and intervention issues in the development of academic and self-regulation strategies among students who are normally achieving; who are at risk; and who face severe learning challenges, especially in the area of writing. She is a Fellow of APA and the former editor of the Journal of Educational Psychology (2003–2008).

She was coeditor of the Handbook of Learning Disabilities (2003, with H. Lee Swanson and Steve Graham) and coauthor of several books, including Powerful Writing Strategies for All Students (2008, with Steve Graham, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2005, with Steve Graham).

Dr. Harris, with Steve Graham, was the 2005 recipient of the Council for Exceptional Children's Career Research Award, the 2003 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2001 recipient of the Distinguished Research Award from the Special Education Interest Group of the American Educational Research Association.

Steve Graham, EdD, is Currey Ingram Professor of Special Education and Literacy in the Department of Special Education at Vanderbilt University, Nashville, Tennessee. His research focuses on identifying the factors involved in writing difficulties and disabilities and on examining the effectiveness of specific prevention and intervention procedures for enhancing writing development.

He is the former editor of both Exceptional Children (2003–2010) and Contemporary Educational Psychology (2001–2003). He was coeditor of the Handbook of Writing Research (2005, with Charles A. MacArthur and Jill Fitzgerald) and the Handbook of Learning Disabilities (2003, with H. Lee Swanson and Karen R. Harris) and coauthor of Powerful Writing Strategies for All Students (2008, with Karen R. Harris, Linda H. Mason, and Barbara Friedlander) and Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (2005, with Karen R. Harris).

Dr. Graham, with Karen R. Harris, was the 2005 recipient of the Council for Exceptional Children's Career Research Award, the 2003 recipient of the Samuel A. Kirk Award from the Division of Learning Disabilities, and the 2001 recipient of the Distinguished Research Award from the Special Education Interest Group of the American Educational Research Association.

Tim Urdan, PhD, is professor of psychology and liberal studies at Santa Clara University, Santa Clara, California. He received his doctorate in psychology and education from the University of Michigan and taught at Emory University before moving to Santa Clara in 1996. His research focuses primarily on student motivation and how it is influenced by cultural and classroom factors.

Dr. Urdan is the coeditor of two book series, Adolescence and Education (with Frank Pajares) and Advances in Motivation and Achievement (with Stuart Karabenick).

Include handbook chapters in customized course books with APA Custom Course Books .

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educational psychology

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educational psychology , theoretical and research branch of modern psychology , concerned with the learning processes and psychological problems associated with the teaching and training of students. The educational psychologist studies the cognitive development of students and the various factors involved in learning, including aptitude and learning measurement, the creative process, and the motivational forces that influence dynamics between students and teachers. Educational psychology is a partly experimental and partly applied branch of psychology, concerned with the optimization of learning. It differs from school psychology , which is an applied field that deals largely with problems in elementary and secondary school systems.

Educational psychology traces its origins to the experimental and empirical work on association and sensory activity by the English anthropologist Sir Francis Galton , and the American psychologist G. Stanley Hall , who wrote The Contents of Children’s Minds (1883). The major leader in the field of educational psychology, however, was the American educator and psychologist Edward Lee Thorndike , who designed methods to measure and test children’s intelligence and their ability to learn. Thorndike proposed the transfer-of-training theory, which states that “what is learned in one sphere of activity ‘transfers’ to another sphere only when the two spheres share common ‘elements.’ ”