Fagelement nr. 8 Pædagogisk psykologi

Efterår 2020 - Forår 2021

Litteratur Antal normalsider
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review. 84(2), 191-215. 25
Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C. C. (1991). Effects of Frequent Classroom Testing. The Journal of Educational Research, 85(2), 89-99. 16
Bank, M. (2016). Enacting (post)psychological standards in social work: From regimes of visibility to user-driven standards and affective subjectification. Theory & Psychology, 26(2), 202-222. 21
Bøttcher, L., & Dammeyer, J. (2012). Disability as a dialectical concept: building on Vygotsky’s defectology. European Journal of Special Needs Education, 27(4), 433-446. 17
Dammeyer, J. (2017). Pædagogisk psykologi. Videnskaben om læring og undervisning. København: Hans Reitzel. 166
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220-227. 13
Hegelund, E. R., Grønkjær, M., Osler, M., Dammeyer, J., Flensborg-Madsen, T., & Mortensen, E. L. (2020). The influence of educational attainment on intelligence. Intelligence, 78, 101419 13
Hegelund, E. R., Flensborg-Madsen, T., Dammeyer, J., Mortensen, L. H., & Mortensen, E. L. (2019). The influence of familial factors on the association between IQ and educational and occupational achievement: A sibling approach. Personality and Individual Differences, 149, 100-107. 12
Hegelund, E. R., Flensborg-Madsen, T., Dammeyer, J., & Mortensen, E. L. (2018). Low IQ as a predictor of unsuccessful education and occupational achievement: A register-based study of 1,098,742 men in Denmark 1968-2016. Intelligence, 71, 46-53. 12
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127. 28
Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European journal of psychology of education, 14(1), 23-40. 20
Lave, J., & Wenger, E. (2003). Situeret læring og andre tekster (s. 31-43, 55-76). København: Hans Reitzels. 31
Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1-24. 22
Makransky, G., Andreasen, N. K, Baceviciute S., & Mayer R. M. (2020). Immersive Virtual Reality Increases Liking but Not Learning with a Science Simulation and Generative Learning Strategies Promote Learning in Immersive Virtual Reality. Journal of Educational Psychology. DOI: 10.1037/edu0000473 19
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2017). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225-236. 28
Marsh, H. W., Parker, P. D., Guo, J., Pekrun, R., & Basarkod, G. (2020). Psychological Comparison Processes and Self‐Concept in Relation to Five Distinct Frame‐of‐Reference Effects: Pan‐Human Cross‐Cultural Generalizability over 68 Countries. European Journal of Personality, 34(2), 180-202. 41
Mayer, R. E. (2014). Research-Based Principles for Designing Multimedia Instruction. In V. A. Benassi, C. E. Overson, C. M. Hakala (Eds), Applying Science of Learning in Education. Infusing Psychological Science into the Curriculum. Washington, DC: American Psychological Association. 11
van Marriënboer, J. J. G., & Sweller, J. (2005). Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educational Psychological Review, 17(2), 147-178. 31
McDermott, R. P. (1996). Hvordan indlæringsvanskeligheder skabes for børn. I C. Højholt & G. Witt (red.), Skolelivets socialpsykologi (s. 81-116). København: Unge Pædagoger. 27
Nissen, M. (2014). Brugerdrevne standarder som konkret utopi: En kulturhistorisk tilgang til subjektivitetens almengørelse. Psyke & Logos, 35, 164-192. 29
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4), 315-341. 34
Piaget, J. (1973). Psykologi og pædagogik (s. 30-57, 66-71). København: Hans Reitzel. 28
Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231. 17
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological Correlates of University Students’ Academic Performance: A Systematic Review and Meta-Analysis. Psychological Bulletin, 138(2), 353-387 53
Rothenbusch, S., Zettler, I., Voss, T., Lösch, T., & Trautwein, U. (2016). Exploring reference group effects on teachers’ nominations of gifted students. Journal of Educational Psychology, 108, 883–897. 16
Schild C., Ścigała K., & Zettler I. (2018) Reference Group Effect. In: V. Zeigler-Hill, T. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences. Cham: Springer. 4
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311. 16
Skinner, B. F. (1953). Science and Human Behavior (pp. 402-412). New York, NY: Free Press. 11
Juelskjær, M., Staunæs, D., & Ratner, H. (2013). The return of the Freudian Couch©: managing affectivity through technologies of comfort. International Journal of Qualitative Studies in Education, 26(9),1366-5898. 26
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3–54. 87
Subotnik, R. F., Stoeger, H., & Olszewski-Kubilius, P. (2017). Talent Development Research, Policy, and Practice in Europe and the United States: Outcomes From a Summit of International Researchers. Gifted Child Quarterly, 6(3), 262-269. 11
Vansteenkiste, M., & Ryan, R. M. (2013). On Psychological Growth and Vulnerability: Basic Psychological Need Satisfaction and Need Frustration as a Unifying Principle. Journal of Psychotherapy Integration, 23(3), 263-280. 23
Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243. 11
Zeidner, M., & Matthews, G. (2012). Personality. In K. R. Harris, S. Graham & T. Urdan (Eds.), APA Educational Psychology Handbook: Vol 2. Individual Differences and Cultural and Contextual Factors (pp. 111-137). Washington, DC: American Psychological Association. Personality. 40
Zimmerman, B. J. (2013). Theories of self-regulated learning and academic achievement: An overview and analysis. In Self-regulated learning and academic achievement (p. 10-45). Routledge. 40
Total antal normalsider: 999