Analysis of Literary Situation and Reconstruction of the Writing Subject in Literary Education by Educational Psychology

Educational psychology focuses on the laws of change in the knowledge, skills, and individual psychology of the educatees in the process of education and teaching. Writing teaching is a key and difficult point in literature teaching. Nowadays, it is common for students to be afraid and tired of writing in school literature education. In view of these problems, the present work optimizes the teaching mode of writing from the perspective of reconstructing the writing subject. Through literature research and interdisciplinary analysis, a questionnaire is designed to analyze the literary situation and the reconstruction of writing subjects in literary education. The questionnaire is aimed at three aspects, namely the hidden educational effect of teachers’ personality charm, the influencing factors of students’ psychology and students’ learning effect, and the influencing factors of psychology of the communication between teachers and students and teachers’ teaching effect. Then, the changes of students’ performance in literary class in these three aspects before and after using the teaching strategy of writing subject reconstruction are analyzed. Finally, the changes of students’ grades in the literary course are investigated. In this experiment, a total of 400 questionnaires were distributed, and a total of 389 questionnaires were collected. The survey results show that the number of students who feel the classroom atmosphere is active increases by 10%, the number of students who listen carefully and take notes increases by 7%, and 45% of students have improved their grades. Besides, after the implementation of the teaching strategy, most students change their attitude to the literature course, become more active, and significantly improve their motivation for learning. This study has a certain reference value for the analysis of literary situations and the reconstruction of writing subjects in literary education from the perspective of educational psychology.

Innovation of the Education of College Students' Outlook on Life Following Positive Psychology Under the Theory of Educational Psychology

The study expects to find a better way to improve the teaching quality of the education of college students' outlook on life, based on the theory of educational psychology. First, the relevant theories of positive psychology are introduced and expounded, and the importance of the education of college students' outlook on life is analyzed. Second, the current situations of college students' outlook on life and the education of their outlook on life are investigated through a questionnaire survey, and the problems presented in the questionnaire are analyzed. Then, the correlation between positive psychology and the education of college students' outlook on life is explored, and their mutual connection is analyzed. The results are as follows: 77.4% of the college students have periodical aims and work hard for them; 80.8% of the students think that the realization of life goals rely on hard work, accounting for the largest proportion; when they encounter setbacks, more than 80% of the students choose to work hard to overcome them; 69.2% students think that their outlook on life comes from self-learning and exploration. According to college students' outlook on life in China and other countries, there are many problems in the education of college students' outlook on life, and the teaching quality of the education of college students' outlook on life is backward. The combination of positive psychology and college students' education of college students' outlook on life under the theory of educational psychology provides new ideas and ways for college students' education of college students' outlook on life. The conclusion of this study promotes the innovation of the education of college students' outlook on life.

Case Study of Educational Psychology Using Behavioristic Theory

The goal of this research is to look at a case study of educational psychology that uses behavioristic theory at Edelwis PAUD in Bekasi Regency, West Java. Teachers and students at PAUD Edelwis were the subjects of this study. Interviews, documentation, and observation were utilized as research tools in a qualitative approach that was documented descriptively. The research was conducted based on the study's findings. Indicates that practically all of the teachers at PAUD Edelwis have applied behavioristic theory since the school's inception. As in the case of the instructor who explains in front of the class and writes the alphabet and numbers on the blackboard, when the learning process begins, the pupils write in their respective books under the teacher's instruction and model. The students hand in their notebooks to the teacher. The application of this behavioristic theory to PAUD (Early Childhood Education) is very appropriate and effective in learning, according to the author. When the learning process began, the students that attended the lesson were quite eager and active in the classroom. Keywords: Behavioristic Theory; Educational Psychology Case Study on the Application of Behavioristic Theory

Academic procrastination' relation to undesirable behaviours among faculty members from the students' perspective

Background: Academic procrastination had been reported widely to be in association with unwanted behaviours among university students. However, this association was not studied extensively in higher educational institutions. Aim: This research aimed to measure the level of academic procrastination among college students and the unwanted behaviours among faculty members from students' viewpoints. Method: The research sample consisted of 430 students randomly selected for the summer semester 2016/2017 using the descriptive correlation approach. An instrument to measure academic procrastination was developed to achieve the aims of the research. Results: The findings indicated that the level of academic procrastination was medium, whereas unwanted behaviours were high. The findings result showed a negative association between academic procrastination and unwanted behaviours. One of the most dimensions of unwanted behaviours that forecasted academic procrastination is the dimension of managing and organising classrooms. Keywords: Academic procrastination; educational psychology; descriptive approach; university students/Jordan; unwanted behaviours.

Analysis of Learning Motivation and Burnout of Malaysian and Chinese College Students Majoring in Sports in an Educational Psychology Perspective

The purposes are to deepen the understanding of the correlation between learning motivation and learning burnout and thereby stimulate the learning motivation of college students. According to the theory of educational psychology, mechanism of learning motivation, and causes of learning burnout are analyzed. The learning motivation and learning burnout of college students majoring in sports are taken as the breakthrough point. The learning motivation and learning burnout situation of Chinese and Malaysian students majoring in sports are surveyed and compared through questionnaires. In addition, Chinese students majoring in sports are taken as examples to analyze the impact of learning motivation on learning burnout. The correlations between various dimensions are analyzed to determine the impact of learning motivation on learning burnout. The total learning motivation scores of students from the Sport School of Zhengzhou University and the University of Malaya Centre for Sport and Exercise Sciences are 122.3 ± 22.4 and 140.2 ± 23.6, respectively, and their average scores for each question are 3.60 and 4.07, respectively. The total learning burnout scores of students from the Sport School of Zhengzhou University and the University of Malaya Centre for Sport and Exercise Sciences are 58.2 ± 8.95 and 53.6 ± 7.34, respectively. The learning motivation of Malaysian college students majoring in sports is slightly stronger than Chinese students. Compared with Malaysia, the learning burnout of college students majoring in sports in China is extra apparent, mainly exhibited in the two dimensions of depression and a low sense of achievement. The learning motivation and learning burnout of college students majoring in sports are negatively correlated; that is, the stronger the learning motivation, the weaker the learning burnout; on the contrary, the weaker the learning motivation, the more severe the learning burnout. In conclusion, learning burnout of college students can be reduced by correcting and stimulating their learning motivation and improving their learning self-efficacy.

EDUCATIONAL PSYCHOLOGY: AN IMPERATIVE TOOL FOR EFFECTIVE EDUCATION MANAGEMENT IN NIGERIA

This library-based paper discussed how the invaluable psychology of education influences the effective management of educational institutions with respect to the achievement of the goals stated in the nation’s policy document on education. The rationale for this is that the lack of knowledge of educational psychology by school managers is a principal reason for the incessant crises experienced in educational institutions. This does not augur well for the education system of the country. Sadly, this problem has not caught the attention of major stakeholders in the education sector. The paper highlighted vital areas of management as well as the challenges bedevilling education management in the country. It also examined the importance of utilizing educational psychology as a veritable tool for overcoming these problems. The belief is that this will enhance better service delivery for the attainment of the goals and objectives for which educational institutions are established.

Personalized Online Learning Resource Recommendation Based on Artificial Intelligence and Educational Psychology

The objective of the study is to explore an effective way for providing students with the appropriate learning resources in the remote education scenario. Artificial intelligence (AI) technology and educational psychology theory are applied for designing a personalized online learning resource recommendation scheme to improve students' learning outcomes. First, according to educational psychology, students' learning ability can be obtained by analyzing their learning behaviors. Their identities can be classified into three main groups. Then, features of learning resources such as difficulty degree are extracted, and a LinUCB-based learning resource recommendation algorithm is proposed. In this algorithm, a personalized exploration coefficient is carefully constructed according to student's ability and attention scores. It can adaptively adjust the ratio of exploration and exploitation during recommendation. Finally, experiments are conducted for evaluating the superior performance of the proposed scheme. The experimental results show that the proposed recommendation scheme can find appropriate learning resources which will match the student's ability and satisfy the student's personalized demands. Meanwhile, by comparing with existing state-of-the-art recommendation schemes, the proposed scheme can achieve accurate recommendations, so as to provide students with the most suitable online learning resources and reduce the risk brought by exploration. Therefore, the proposed scheme can not only control the difficulty degree of learning resources within the student's ability but also encourage their potential by providing suitable learning resources.

Conceptualizing and Measuring Appetite Self-Regulation Phenotypes and Trajectories in Childhood: A Review of Person-Centered Strategies

This review uses person-centered research and data analysis strategies to discuss the conceptualization and measurement of appetite self-regulation (ASR) phenotypes and trajectories in childhood (from infancy to about ages 6 or 7 years). Research that is person-centered provides strategies that increase the possibilities for investigating ASR phenotypes. We first examine the utility of examining underlying phenotypes using latent profile/class analysis drawing on cross-sectional data. The use of trajectory analysis to investigate developmental change is then discussed, with attention to phenotypes using trajectories of individual behaviors as well as phenotypes based on multi-trajectory modeling. Data analysis strategies and measurement approaches from recent examples of these person-centered approaches to the conceptualization and investigation of appetite self-regulation and its development in childhood are examined. Where relevant, examples from older children as well as developmental, clinical and educational psychology are drawn on to discuss when and how person-centered approaches can be used. We argue that there is scope to incorporate recent advances in biological and psychoneurological knowledge about appetite self-regulation as well as fundamental processes in the development of general self-regulation to enhance the examination of phenotypes and their trajectories across childhood (and beyond). The discussion and conclusion suggest directions for future research and highlight the potential of person-centered approaches to progress knowledge about the development of appetite self-regulation in childhood.

Educational psychology, an outline of the major trends in its development

A characteristic peculiar ta the 20th century has been the emphasis placed upon psychology. Significant recent advances in the physical sciences have been mainly <div>applications of past experience and methods of research in the particular field. The psychological implications of the recent advances in physical sciences for human welfare, human nature and human experience that have manifested themselves in our time, are new. Interest in these implications pervades all institutions, industrial, educational, medical, economical, among them, and introduces an increasing accuracy into our insights of human behaviour. So new is the psychological development that complete ordering of the boundaries of the branches and aspects of psychological data has yet to be achieved. A variety of areas is being developed, with constant readjustment of relations between developed areas, and as it continues, the scientifically verifiable background knowledge of education accumulates.</div>

Educational psychology, an outline of the major trends in its development

A characteristic peculiar ta the 20th century has been the emphasis placed upon psychology. Significant recent advances in the physical sciences have been mainly <div>applications of past experience and methods of research in the particular field. The psychological implications of the recent advances in physical sciences for human welfare, human nature and human experience that have manifested themselves in our time, are new. Interest in these implications pervades all institutions, industrial, educational, medical, economical, among them, and introduces an increasing accuracy into our insights of human behaviour. So new is the psychological development that complete ordering of the boundaries of the branches and aspects of psychological data has yet to be achieved. A variety of areas is being developed, with constant readjustment of relations between developed areas, and as it continues, the scientifically verifiable background knowledge of education accumulates.</div>