Overall objectives:

1 - Be able to critically reflect on the different areas of Educational Psychology;
2 - Mastering the main theoretical models of educational psychology that can justify a practice charge;
3 - Be able to investigate in different areas of educational psychology;
4 - Know the main explanatory theories about intelligence and reflect critically on them;
5 - Know several programs that promote different types of intelligence;
6 - Recognize the main mechanism of emotional information processing;
7 - Be able to explain the role of emotions in learning;
8 - Know the processes of self-regulated learning;
9 - Develop a conceptual framework that articulates the processes of instruction and processes of self-regulated learning;
10 - Be able to plan intervention activities in different areas of Educational Psychology.

Syllabus:

1 - Current perspectives of Educational Psychology;
1.1 - Epistemological Statute of Educational Psychol ogy: Looking for a definition;
1.2 - From the medical model to the Biopsychosocial Intervention model;
1.3 - Practices of the Educational Psychologist: Legislation, aims and contexts.
2 - Intelligence, memory and learning;
2.1 - Contemporary Theories of Intelligence;
2.2 - Implications for teaching-learning;
2.3 - Memory and Information Processing;
2.3.1 - Information processing and education;
2.4 - Metacognition: A Support to the Learning Process.
3 - Motivation and Learning;
3.1 - Motivation and individual outcomes;
3.2 - Motivation and achievement.
4 - Emotional understanding and learning;
4.1 - Definition and Phases of the Develop ment of EU;
4.2 - Importance of Emotional Regulation;
4.3 - EU and Academic Performance.
5 - Self-regulation and learning;
5.1 - Self-regulated learning models;
5.2 - The development of self-regulatory processes;
5.3 - Self-regulation intervention programs.

Literature/Sources:

Franco, G. & Santos, N. , 2015 , Desenvolvimento d a Compreensão Emocional ,
Lope s, J., e Almeida, L. , 2015 , Questões e modelos de avaliação e intervenção em Psicologia Escolar: o caso da Europa e América do Norte ,
Peacock, G. G., Ervin, R. A., Daly III, E. J. & Merrell, K. W. (Eds.) , 2010 , Practical handbook of school psychology. Effective practices for the 21st century , New York: The Guilford Press
Sternberg, R. , 1992 , A capacidade intelectual geral , Porto Alegre: Artes Médicas
Veiga Simão, A. M., & Frison, L. M. B . , 2013 , Autorregulação da aprendizagem: abordagens teóricas e desafios para as práticas em contextos educativos ,
Zimmerman, B. J., & Schunk, D. H. (Eds.) , 2012 , Self-regulated learn ing and academic achievement: Theory, research, and practice , Springer Science & Business Media

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
In theoretical classes, we will use expository and i nterrogative methods, resorting to various technologies such as slide projection, visits to websites, as well as texts analysis. In theoretical-practical classes, students will be responsible for the group presentation of a topic of interest in one of Educational Psychology areas of intervention. In this presentation, students are expected to debate the subject and make individual and collective critical reflexions. In addition to face-to face classes; there will also be tutorial orientation of theoretical-practical works to be developed by students and creation of the conditions for them to undertake autonomous study/ work, including research, consultation, literature reviews and knowledge assimilation. Evaluation includes a portfolio (35%); development of thematic sessions (30%); and a written test (35%).