EDUC 223 : Educational Psychology

Education and Social Work

2024 Semester Two (1245) (15 POINTS)

Course Prescription

An introduction to new ways of thinking about learning in educational settings: how students can develop their learning abilities, be more strategic in their learning, and increase their motivation. These questions and themes can be applied to educational, family and work settings, and to students with different learning needs. A foundation to advanced courses in psychological studies in education.

Course Overview

The course will look at those factors that influence learners and learning contexts — both within and beyond traditional classrooms. An understanding of the contribution of educational psychology to expertise in teaching and learning  and of how educational psychology constructs are applicable in the classroom,  will be gained. We will also evaluate the ways in which factors such as age, culture, gender, and physical and social environments influence human learning. Finally, we will integrate the latest research related to human development to understand the emotional, cognitive, and social aspects of human learning.

Course Requirements

Prerequisite: Any 60 points passed

Capabilities Developed in this Course

Capability 3: Knowledge and Practice
Capability 4: Critical Thinking
Capability 6: Communication
Capability 7: Collaboration
Graduate Profile: Bachelor of Arts

Learning Outcomes

By the end of this course, students will be able to:
  1. Understand the contribution of educational psychology to expertise in teaching and learning (Capability 3)
  2. Understand and explain varying theoretical perspectives of important constructs in educational psychology. (Capability 3, 4 and 6)
  3. Apply important educational psychological theories to real life experiences and situations. (Capability 3, 4, 6 and 7)


Assessment Type Percentage Classification
Online Discussions 40% Group & Individual Coursework
Tutorial Exercises 20% Group & Individual Coursework
Data Analysis Reports 40% Group & Individual Coursework
Assessment Type Learning Outcome Addressed
1 2 3
Online Discussions
Tutorial Exercises
Data Analysis Reports

To be eligible for a pass in this course, students must complete all assignments and achieve an overall course mark of at least 50%

Workload Expectations

This course is a standard 15 point course. On average, students are expected to spend 10 hours per week in each 15 point course that they are enrolled in. A typical semester including the study/exam period totals approximately 15 weeks. This means that for this course you should expect to commit 36 hours to direct contact via on-campus lectures and tutorials. You can also reasonably expect to commit approximately 100-120 hours to independent learning. This may include reading, note-taking, face-to-face, writing, reflecting on learning, accessing learning and study resources, and assignment and test preparation and completion.

Delivery Mode

Campus Experience

On Campus Experience

The activities for the course are scheduled as a standard weekly timetable (i.e., a weekly 2hr lecture and 1hr tutorial). Attendance is expected at scheduled activities, including the lectures and tutorials, to complete components of the course. 

Learning Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

The following is a required textbook for this course.
Margetts, K., Woolfolk, A., & Usher, E. L. (2022). Educational Psychology (6th edition). Melbourne: Pearson.
A hardcopy can be purchased at the University Bookstore and electronic versions are available for purchase at

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Not yet available.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.

Class Representatives

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter


Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course students may be asked to submit coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

Published on 31/10/2023 07:48 p.m.