Perfectionism: a challenging but worthwhile research area for educational psychology

The limited and largely international, adult-based literature links perfectionism with both positive (achievement, life satisfaction) and negative (mental health difficulties, suicide) outcomes, both of which have relevance for education. This review identifies the key areas of agreement and conflict in the current research base, relating to the definition and dimensions of perfectionism, its development and link with learning and behaviour, and the perceived risks and benefits of high levels of perfectionism. The dominant discourse is a multidimensional model of perfectionism which develops through a complex combination of genes, upbringing, personality and experience. There is strong evidence for perfectionism presenting greater risk than benefit to the individual, with a need to distinguish perfectionism from high achievement. There is a proposed function of perfectionism as a coping strategy for the individual, with discussion of a related role for the Educational Psychologist (EP), as well as ideas for future research.     

Beyond educational psychology: Steps toward an educational semiotic

In this paper, I argue that educational psychology is deeply embedded in an objectivist epistemology, the consequences of which seriously undermine our ability to inform educational practice. In the remainder of the paper, I provide an introduction to semiotics, the doctrine of signs, and offer four global concepts (the sign, semiosis, inference, and reflexivity) that I believe set semiotics apart from other, more or less related, approaches within psychology and educational psychology (e.g., constructivism). I conclude the paper by responding to some of the more frequently asked questions I have encountered in attempting to define an educational semiotic.     

Dyscalculia: issues for practice in educational psychology

Dyscalculia has been described as a specific learning difficulty affecting the ability to acquire arithmetical skills. In recent years, it has become a topic for discussion in the popular media, yet there has been little research undertaken by educational psychologists. This paper provides a summary of neuroscientific research into the development of early number skills and considers the neurological and behavioural features of dyscalculia. Two fundamental questions are then discussed: Is one able to accurately assess for and identify dyscalculia?; Is it of benefit to children and young people to do so? The paper concludes by considering implications for practice.     

The literature of educational psychology and the literature used by writers in educational psychology

Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified.     

Mixed methods in educational psychology inquiry

Mixed methods research has the potential to advance theory and enhance the usefulness of research findings. However, the success of a mixed methods research inquiry is tied to how well researchers integrate the quantitative and qualitative strands, and to how well researchers address the standards for quality in quantitative, qualitative, and mixed methods. In this introduction article, we define mixed methods research and discuss what mixed methods research can offer to the field of educational psychology. Then we consider what constitutes integration and rigor in mixed methods research and describe three core mixed methods research designs. Following this overview, we briefly introduce each article to this special issue, along with the commentary by Vicki Plano Clark. We also discuss how the use of mixed methods can help address common educational problems including: (a) identifying and exploring socially-situated and contextualized learning processes; (b) providing insights into differences across individuals with respect to educational outcomes; and, (c) building instruments that reflect the experiences of individuals who will be assessed by these instruments. Finally, we close with thoughts on the future of mixed methods research.     

Factors influencing recruitment in educational psychology

This paper reports an investigation of the factors that educational psychologists in training (EPiTs) look for when applying for jobs in educational psychology services. Relevant literature on ‘job attraction’ is reviewed and a three-stage research process employed. This involved a focus group approach to questionnaire generation followed by questionnaire studies involving 87 EPiTs and 22 recently qualified educational psychologists. Results identify key aspects of service and staff development as crucial in recruitment. These are discussed within the broader context of psychological theory on job satisfaction in considering implications for both recruitment and retention.     

The educational inadequacy of conceptions of self in educational psychology

Disciplinary and professional psychology have exercised considerable influence over the ways in which Western individuals and societies understand what it is to be a person. During the last half of the 20^th century, educational psychologists advanced scientific and humanistic conceptions of the self that removed personhood from the historical, socio-cultural traditions and related moral and political practices within which the self develops. In consequence, the theoretical and practical models of self-enhancement and self-management offered by educational psychologists are inadequate with respect to the education of persons who, if they are to function as effective citizens, must participate in complex, contested socio-cultural, moral, and political contexts with others.     

Intuitive parenting: Aspects related to educational psychology

The human infant has been reportayed in recent infancy research in relation to genetic vs. environmental determinants of development, significance of early integrative processes, didactic interventions (discovered in intuitive forms of parenting), and the role of preverbal parent-infant communication. The new interpretation of early didactic supports to social integration and speech acquisition may interest educational psychologists in particular. It explains the seeming contradiction between early learning and infantile amnesia, and reveals a parental preadaptedness which has evolved to mach both the needs and the constraints of infants in mastering the most significant means of human adaptation — speech. It seems plausible that in addition to the evolution of an advantageous vocal tract and necessary brain circuits for perception and production of vocal symbols, speech evolution has also been influenced by coevolution of supportive tendencies in social environment. Moreover, didactical features of intuitive interventions suggest that rational academic didactics may have deep biological roots in the evolution of human prosocial tendencies.     

The lack of representation of educational psychology and school psychology in introductory psychology textbooks

The first goal of this study was to look at the representation of educational and school psychology in introductory psychology textbooks. Research into the representation of other sub‐fields of psychology has been conducted but no research has looked specifically at educational or school psychology. The second goal was to compare the representation of educational and school psychology in introductory psychology textbooks to see if one or the other is receiving more coverage. Third, the textbooks with the most coverage were listed in order to aid educational and school psychologists teaching introductory psychology courses in selecting textbooks that adequately cover material from their sub‐fields. A total of 57 introductory psychology textbooks were content analyzed: 65% of the introductory psychology textbooks had educational psychology material and 65% had school psychology material. However, in the textbooks containing this material the educational and school psychology material made up only .29% and .19% of the textbooks’ total content.     

教育改革中的教师心理与管理

要办好一所学校 ,重点在管理 ,关键在教师。教育要发展 ,必须进行改革。教育改革 ,首先应当是人事制度、分配制度、管理体制等方面的改革。人事制度的改革 ,首先打破了铁饭碗 ,实行能上能下、教师全员聘任 ,公平竞争 ,择优上岗 ;在分配制度上 ,取消了平均主义 ,实行多劳多得 ,奖优罚劣 ,评优晋级也不再是比资格老了。这样一来 ,教师们感到了压力大 ,危机感增加了 ,学历不达标 ,不求上进的教师想学习了 ,都在努力为自己“充电” ,丰富自己 ,提高自己 ,以适应教育发展的需要 ,人人都想干工作 ,争着多干工作 ,都在努力争取把工作做好 ,不希望自…