The Past, Present and Future of Educational Psychology: A Discussion with Professor Eric Anderman

  • M. Anderman Eric ,
  • Shufeng Ma ,
  • Yi Jiang ,
  • Xiangdong Yang
Expand
  • 1. Department of Educational Studies, The Ohio State University, Columbus 43210, USA
    2. Department of Educational Psychology, East China Normal University, Shanghai 200062, China

Accepted date: 2022-08-22

  Online published: 2022-10-27

Abstract

Focusing on the topic of “The Past, Present and Future of Educational Psychology”, scholars from the Department of Educational Psychology at East China Normal University and Professor Eric Anderman of The Ohio State University reviewed the current trends in educational psychology and discussed the relationship between educational psychology and brain sciences, learning sciences, and other disciplines in the field of education. On this basis, we further reflected on the challenges and opportunities facing educational psychology in the new era, especially in the context of the COVID-19 pandemic. We discussed how educational psychology could promote children and adolescents’ learning and development, how theory and practice could support each other, and how to respond to the needs of future development in society. Finally, Professor Anderman emphasized the importance of interdisciplinary collaboration in the field, and provided his suggestions for the development of educational psychology in China.

Cite this article

M. Anderman Eric , Shufeng Ma , Yi Jiang , Xiangdong Yang . The Past, Present and Future of Educational Psychology: A Discussion with Professor Eric Anderman[J]. Journal of East China Normal University(Educational Sciences), 2022 , 40(11) : 123 -134 . DOI: 10.16382/j.cnki.1000-5560.2022.11.010

References

null 戴耘 教育心理学的危机: 挑战和定位 华东师范大学学报(教育科学版) 2022 40 11 4 24 戴耘. (2022). 教育心理学的危机:挑战和定位. 华东师范大学学报(教育科学版),40(11),4—24.
null 杨向东 教育指标系统构建的理论问题 清华大学教育评论 2013 3 16 28 杨向东. (2013). 教育指标系统构建的理论问题. 清华大学教育评论,(3),16—28.
null Anderman, E. M Achievement motivation theory: Balancing precision and utility Contemporary Educational Psychology 2020a 61 101864 Anderman, E. M. (2020a). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 61, 101864.
null Anderman, E. M. (2020b). Sparking student motivation: The power of teachers to rekindle a love for learning. Thousand Oaks, CA: Corwin.
null Bachman, H. F., Allen, E. C., Anderman, E. M., Boone, B. J., Capretta, T. J., Cunningham, P. D., Masonheimer, A. T., & Zyromski, B Texting: A simple path to building trust Phi Delta Kappan 2022 103 7 18 22 Bachman, H. F., Allen, E. C., Anderman, E. M., Boone, B. J., Capretta, T. J., Cunningham, P. D., Masonheimer, A. T., & Zyromski, B. (2022). Texting: A simple path to building trust. Phi Delta Kappan, 103(7), 18—22.
null Brown, A. L Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings Journal of the Learning Sciences 1992 2 2 141 178 Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141—178.
null Corno, L., & Anderman, E. M. (Eds. ). (2016). Handbook of educational psychology (3rd ed. ). New York, NY: Routledge.
null Farley, F., Alexander, P. A., Baker, E. L., Berliner, D., Calfee, R. C., De Corte, E., Greeno, J. G., Hoy, A. W., & Mayer, R. E. (2016). Perspectives on the past, present, and future of educational psychology. In L. Corno & E. M. Anderman (Eds. ), Handbook of Educational Psychology (3rd ed. , pp. 415–432). New York, NY: Routledge.
null Gergle, D. (2017). Discourse processing in technology-mediated environments. In M. F. Schober, D. N. Rapp, & M. A. Britt (Eds. ), The Routledge Handbook of Discourse Processes, (2nd ed. , pp. 191–221). New York, NY: Routledge.
null Graesser, A. C., Sabatini, J. P., & Li, H Educational psychology is evolving to accommodate technology, multiple disciplines, and twenty-first-century skills Annual Review of Psychology 2022 73 547 574 Graesser, A. C., Sabatini, J. P., & Li, H. (2022). Educational psychology is evolving to accommodate technology, multiple disciplines, and twenty-first-century skills. Annual Review of Psychology, 73, 547—574.
null Guskey, T. R., & Anderman, E. M. In search of a useful definition of mastery Educational Leadership 2014 71 4 18 23 Guskey, T. R., & Anderman, E. M. (2014). In search of a useful definition of mastery. Educational Leadership, 71(4), 18—23.
null Mishra, P., Koehler, M. J., & Greenhow, C. (2016). The work of educational psychologists in a digitally networked world. In L. Corno & E. M. Anderman (Eds. ), Handbook of Educational Psychology (3rd ed. , pp. 29–40). New York, NY: Routledge.
null Natriello, G. (2016). Networked learning. In L. Corno & E. M. Anderman (Eds. ), Handbook of Educational Psychology (3rd ed. , pp. 337–348). New York, NY: Routledge.
null OECD. (2005). The definition and selection of key competencies, Executive Summary. Paris: OECD.
null Winne, P. H Improving measurement of self-regulated learning Educational Psychologist 2010 45 4 267 276 Winne, P. H. (2010). Improving measurement of self-regulated learning. Educational Psychologist, 45(4), 267—276.
Outlines

/