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  • Department of Psychology

    © Universität Bielefeld

The chair of Educational Psychology – AE09

Educational psychology deals with the description and explanation of the psychological components of educational, teaching and socialization processes. The scope of application covers all instances and institutions of the education, education and socialization systems of different societies and cultures.

  • Parent House
  • School & Inclusion
  • College & Continuing Education
  • Non-formal: Utilization of Extracurricular Promotion Offers

Educational psychology deals with human experience and behavior in pedagogical contexts, in educational situations in schools and outside schools. Thus, it tries e.g. Social, educational, teaching and mediation processes. Educational psychology uses findings from other basic and application subjects such as differential, general or clinical psychology. Educational-psychological questions are for example:

  • What are the special features of the human information processing of learning processes?
  • How can the learning processes be optimized? What is good teaching?
  • What role do parents, teachers or peers play in educational contexts?
  • How can media be used effectively in knowledge transfer?
  • How can learners be introduced to self-directed learning?
  • Why are pupils or adults motivated to learn (or not)?
  • How can one influence learning and achievement motivation?
  • What is the role of emotions in learning?
  • What a good education looks like?
  • How to deal with partial performance problems?

The German Society for Psychology (DGPs) describes the professional field of educational psychologists as a "researching and development activity and education but also the provision of new forms of education and education to parents and teachers". This includes, for example:

  • Parent/educational counseling
  • Advisory activity in children's and youth homes as well as other social institutions
  • School psychology
  • Diagnostics and promotion at peak or partial performance
  • Development of adult education
  • Professionalization of educators
  • Higher academic idiom (e.g. improvement of university teaching)
  • Evaluation (e.g. educational measures)
  • Development of teaching-learning concepts (e.g. e-learning programs and learning software)
  • Research
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