Psychology in Education: Individual Differences and Learning

Symes, Wendy

ISBN 10: 1035326531 / ISBN 13: 9781035326532

Published by Edward Elgar Publishing Ltd, 2026

About this Item

2026. hardcover. . . . . . Books ship from the US and Ireland.

Seller Inventory # V9781035326532

Bibliographic Details

• Title: Psychology in Education: Individual Differences and Learning
• Publisher: Edward Elgar Publishing Ltd
• Publication Date: 2026
• Language: English
• ISBN 10: 1035326531
• ISBN 13: 9781035326532
• Binding: Hardcover
• Condition: New

About this title

Synopsis

This essential textbook provides a comprehensive overview of the psychological factors that influence student learning and achievement. It addresses the fundamental questions of why and how some students outperform others by examining research and theory on key constructs. These include intelligence, personality, motivation and emotions, with a focus on their definitions, measurement and crucial roles in education.

Key Features:

• Defines key psychological factors that play an important role in student achievement
• Evaluates how these psychological factors influence student learning
• Investigates factors that can influence the development of these psychological factors, including genetics and experience
• Demonstrates how enhancing students’ thoughts and feelings can influence their academic performance
• Presents clear summaries of key points and stimulating questions to encourage understanding, as well as supplementary material to support further study

Psychology in Education is highly relevant to students of educational psychology with an interest in individual differences in educational contexts. It is particularly relevant for students studying individual differences modules on Psychology of Education programmes. It is also a useful resource for teachers and educational practitioners seeking to understand the psychological dynamics at play in the classroom, enabling them to design lessons that engage and motivate students.

About the Author

Wendy Symes, Institute for Psychology in Education, University of Muenster, Germany, David W. Putwain, Professor of Education and Early Childhood Studies, School of Education, Liverpool John Moores University, Laura J. Nicholson, School of Education, Liverpool John Moores University, UK and Stephanie Lichtenfeld, Professor of Developmental Psychology in Educational Contexts, Institute for Psychology in Education, University of Muenster, Germany With Fabian Schmidt, Institute for Education, University of Hildesheim, Germany and Yvonne Skipper, School of Education, University of Glasgow, UK