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Learning outcomes |
The aim of this course is for students to acquire a general and integrative view of the theory, research and practice of psychology in an educational context, particularly in the field of self-regulation of learning, violence and indiscipline at school and vocational development. At the end of the course, students should be able to:
1. Characterise the work of psychologists in an educational context;
2. Understand self-regulation processes and their components;
3. Reflect on the different strategies/actions for preventing violence and indiscipline at school;
4. Describe the main assumptions and variables related to supporting the decision-making process and/or vocational and career intervention;
5. Contribute to collaborative teamwork;
6. Communicate and substantiate, orally and in writing, the process and results of their activity;
7. Use self-regulatory learning strategies (e.g. organising information, self-assessment).
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Main Bibliography |
Freeman, R. P., & Stone, T. (2006). Study skills for psychology: Succeeding in your degree. London: Sage Publications.
Gutkin, T.B. & Reynolds, C.R. (2010), Handbook of School Psychology (4th Ed.). New York: John Wiley & Sons.
Ordem dos Psicólogos Portugueses (2024). Referencial para intervenção dos Psicólogos em contexto escolar. Lisboa.
Peacock, G. G. et al. (2010). Practical Handbook of School Psychology: Effective Practices for the 21st Century. Routledge.
Slavin, R.E. (2012). Educational Psychology: Theory and practice (10th Ed.). US: Pearson New International Edition.
Sokol, B. W., Grouzet, F. M. E. & Müller, U. (Eds.) (2013). Self-Regulation and Autonomy. Cambridge: Cambridge University Press.
Taveira, M. C., & Silva, J. T. (Coord.) (2011) Psicologia Vocacional: Perspectivas Para a Intervenção (2ª ed.). Coimbra: Imprensa da Universidade de Coimbra.
Veiga, F.H. (2013). Psicologia da educação: Teoria, investigação e aplicação. Lisboa: Climepsi.
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