First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
Course unit
PSYCHOLOGY OF MOTIVATED LEARNING
PSN1031195, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2019/20

Information on the course unit
Degree course Second cycle degree in
DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
PS1090, Degree course structure A.Y. 2017/18, A.Y. 2019/20
N0
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Number of ECTS credits allocated 9.0
Type of assessment Mark
Course unit English denomination PSYCHOLOGY OF MOTIVATED LEARNING
Department of reference Department of Developmental Psychology and Socialisation
Mandatory attendance No
Language of instruction Italian
Branch PADOVA
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Lecturers
Teacher in charge LUCIA MASON M-PSI/04

Mutuated
Course unit code Course unit name Teacher in charge Degree course code
SUP6074537 PSYCHOLOGY OF MOTIVATED LEARNING LUCIA MASON IA1870

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PSI/04 Psychology of Development and Psychology of Education 9.0

Course unit organization
Period Second semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
hours
Hours of
Individual study
Shifts
Lecture 9.0 63 162.0 No turn

Calendar
Start of activities 02/03/2020
End of activities 12/06/2020
Show course schedule 2019/20 Reg.2017 course timetable

Syllabus
Prerequisites: Basic knowledge of educational psychology is useful.
Target skills and knowledge: The course aims to provide students with knowledge about theoretical frameworks and metodological tools that enable them to analyze and interprete processes and problems regarding school motivation and learning in the basic domains (reading, writing, maths and science).
This knowledge is essential for the activity of a developmental and educational psychologist and for her or his collaboration with other professionals (school principals, teachers, educators, parents, social workers, and local administrators).
Examination methods: The exam consists of 6 (six) open-ended questions (no space constrains) to be answered in 2 (two) hours.

IMPORTANT: ERASMUS/international students can study a program in English - to be agreed with the Professor - and take the examination in English.
Assessment criteria: The evaluation will based on the:
1) accuracy of content comprehension;
2) clarity, coherence and completeness of arguments.
Course unit contents: The topics of the course are the following:
- achievement goals;
- social goals;
- self-determination theory;
- interest;
- affect: emotions and moods;
- identity and motivation to school learning;
- self-concept and self-efficacy;
- self-regulation in relation to motivation;
- instruments for measuring motivational variables;
- learning processes and socialization processes;
- instruments for assessing learning in the domain of reading, writing and calculus;
- naive conceptions and scientific conceptions of natural phenomena;
- conceptual change learning;
- social relationships in school;
- innovative schools and powerful learning environments;
- evaluation of innovatiove schools' effectiveness in terms of students' learning and social competence.
Planned learning activities and teaching methods: Students' active participation in classes is strongly encouraged. Discussions on critical issues for research and practice will be included, as well as discussions on questions about school and instruction which appear on the press.

A seminars will be held by a research collaborator. In addition, another seminar will be held by a psychologist who works in schools.

A film shot in the school environment will be watched and discussed.
Additional notes about suggested reading: In Moodle students can access the slides for each topic of the course.
In Moodle the two articles in English (see below) will also be available. Students are asked to choose and study one of them.

ERASMUS students can study all learning materials in English. The exam will also be in English.
Textbooks (and optional supplementary readings)
  • Boscolo, P., La fatica e il piacere di imparare. Psicologia della motivazione scolastica. Torino: UTET, 2012. Cerca nel catalogo
  • Menesini, E., Pinto, G., Nocentini A. (a cura di), Apprendimento e competenza sociale nella scuola. Roma: Carocci editore, 2014. Cerca nel catalogo
  • Mason, L., Psicologia dell'apprendimento e dell'istruzione (TERZA EDIZIONE). Bologna: Il Mulino, 2019. SOLO capitolo 5. Il testo in cui è incluso è disponibile in biblioteca.
  • O'Shea, A. et al., Algebra performance and motivation differences for students with learning disabilities and students of varying achievement levels. --: Contemporary Educational Psychology, 50, 80-96, 2017. Una copia dell'articolo sarà disponibile in Moodle (include anche l'Appendice). L'articolo è a scelta (questo o quello seguente).
  • Rozek, C. et al., Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation. --: PNAS, 116, 1553-1558, 2018. Una copia dell'articolo sarà disponibile in Moodle. L'articolo è a scelta (questo o quello precedente).

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Interactive lecturing
  • Working in group
  • Questioning
  • Problem solving
  • Peer feedback
  • Active quizzes for Concept Verification Tests and class discussions
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)

Sustainable Development Goals (SDGs)
Good Health and Well-Being Quality Education Gender Equality Reduced Inequalities Peace, Justice and Strong Institutions