Educational Psychology a.y. 2026-2027 – Corso di laurea magistrale in Scienze pedagogiche

CFU: 6
Course code: 804003083
SSD: PSIC-02/A
Master’s Degree: Scienze pedagogiche
Language: Italian

Course delivery modalities: in-presence
Period: I semestre
Attendance: Optional
Assessment method: Written exam

Pre-requisites:
Adequate knowledge of the Italian language, inclination for studying and critically analysing the topics presented.

Program:
The course will explore adolescence as a crucial stage of development and analyze the emotional, metacognitive, and motivational processes involved in learning. It will also examine the social and relational dynamics that take place in the classroom, both among peers and between students and teachers. Specifically, the first part of the course is devoted to an in-depth examination of adolescence as a developmental stage, providing an overview of the main theories and developmental tasks associated with this period (approximately 7 hours).The second part focuses on executive functions as key factors in learning processes and self-regulation within educational contexts (approximately 4 hours).The third part addresses relational dynamics, social development, feelings of loneliness, the phenomenon of social withdrawal, the risks associated with bullying, and the crucial role of teachers in these contexts (approximately 8 hours).The fourth part is dedicated to motivational, metacognitive, and emotional aspects related to learning processes (approximately 5 hours).Finally, the last part explores learning styles (approximately 3 hours) and teacher–- student interaction styles (approximately 3 hours).

Program:

The course will explore adolescence as a crucial stage of development and analyze the emotional, metacognitive, and motivational processes involved in learning. It will also examine the social and relational dynamics that take place in the classroom, both among peers and between students and teachers.
Specifically, the first part of the course is devoted to an in-depth examination of adolescence as a developmental stage, providing an overview of the main theories and developmental tasks associated with this period (approximately 7 hours).The second part focuses on executive functions as key factors in learning processes and self-regulation within educational contexts (approximately 4 hours).The third part addresses relational dynamics, social development, feelings of loneliness, the phenomenon of social withdrawal, the risks associated with bullying, and the crucial role of teachers in these contexts (approximately 8 hours).The fourth part is dedicated to motivational, metacognitive, and emotional aspects related to learning processes (approximately 5 hours).Finally, the last part explores learning styles (approximately 3 hours) and teacher–- student interaction styles (approximately 3 hours).

Text books:
Molinari, L., Corsano, P., Cigala, A. (2018). “Psicologia dei processi di sviluppo e adattamento in classe”. Il Mulino. [CHAPTERS 1-6] D’Amico S., Piccardi, L. (2019). “Psicologia per insegnare. Un percorso di formazione”. Zanichelli. [CAPITOLI 2-3, 7, 12] slides handouts available on the Teams channel dedicated to the course (accessible via the link on Didattica web)

Bibliography:

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: The course aims to explore the core themes of Educational Psychology, with particular attention to developmental, learning and classroom adaptation processes. KNOWLEDGE AND UNDERSTANDING: Throughout this course students will deepen their understanding of the cognitive, emotional, and social processes mostly referred to adolescence. Topics related to learning processes and relational dynamics within the school context will also be addressed. APPLYING KNOWLEDGE AND UNDERSTANDING: Students will acquire the foundational principles of Educational Psychology, essential knowledge that can be applied in future educational decisions, particularly in contexts requiring an understanding of development and learning processes. MAKING JUDGEMENTS: Lessons will encourage discussion and critical analysis of theoretical knowledge and assigned materials/texts. COMMUNICATION SKILLS: Students will be expected to learn and present course content clearly and thoroughly, demonstrating a solid grasp of the subject through the use of appropriate and discipline-specific terminology. LEARNING SKILLS: The ultimate goal of the course is to provide students with the key concepts of Educational Psychology, offering both in-depth knowledge and opportunities for critical engagement with the discipline’s central themes.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES: The course aims to explore the core themes of Educational Psychology, with particular attention to developmental, learning and classroom adaptation processes.
KNOWLEDGE AND UNDERSTANDING: Throughout this course students will deepen their understanding of the cognitive, emotional, and social processes mostly referred to adolescence. Topics related to learning processes and relational dynamics within the school context will also be addressed.
APPLYING KNOWLEDGE AND UNDERSTANDING: Students will acquire the foundational principles of Educational Psychology, essential knowledge that can be applied in future educational decisions, particularly in contexts requiring an understanding of development and learning processes.
MAKING JUDGEMENTS: Lessons will encourage discussion and critical analysis of theoretical knowledge and assigned materials/texts.
COMMUNICATION SKILLS: Students will be expected to learn and present course content clearly and thoroughly, demonstrating a solid grasp of the subject through the use of appropriate and discipline-specific terminology.
LEARNING SKILLS: The ultimate goal of the course is to provide students with the key concepts of Educational Psychology, offering both in-depth knowledge and opportunities for critical engagement with the discipline’s central themes.

Methods and criteria for verifying the learning:
The final exam consists of a written exam with 25 multiple-choice questions and 2 open-ended questions. For the multiple-choice questions, 1 point is awarded for each correct answer and 0 points for each incorrect answer. There is no penalty for wrong answers. The evaluation of the open-ended questions will be based largely on the student’s knowledge and depth of understanding, but also on their ability to express themselves clearly and to use the terminology specific to the discipline. The score for each of the two open-ended questions can range from 0 to 3 points. The final grade is expressed on a 30-point scale and will be based 70% on the student’s depth of knowledge and understanding, and 30% on their ability to communicate effectively and demonstrate independent critical thinking. The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. – 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

The final exam consists of a written exam with 25 multiple-choice questions and 2 open-ended questions.
For the multiple-choice questions, 1 point is awarded for each correct answer and 0 points for each incorrect answer. There is no penalty for wrong answers.
The evaluation of the open-ended questions will be based largely on the student’s knowledge and depth of understanding, but also on their ability to express themselves clearly and to use the terminology specific to the discipline. The score for each of the two open-ended questions can range from 0 to 3 points.
The final grade is expressed on a 30-point scale and will be based 70% on the student’s depth of knowledge and understanding, and 30% on their ability to communicate effectively and demonstrate independent critical thinking.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
– 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
The course includes in-person lectures delivered through traditional classroom teaching. Lessons will be conducted orally, supported by PowerPoint presentations and discussions based on assigned texts and materials. Throughout the course, learning will be monitored through questions, short self-assessment tests, and, if applicable, group work activities. Attendance is optional but highly recommended.

Attendance modalities:

The course includes in-person lectures delivered through traditional classroom teaching. Lessons will be conducted orally, supported by PowerPoint presentations and discussions based on assigned texts and materials. Throughout the course, learning will be monitored through questions, short self-assessment tests, and, if applicable, group work activities. Attendance is optional but highly recommended.