Research Projects

Psychology and Education Research Projects

Members of the P&E team work individually and collaboratively in several research areas. Some of this activity focuses on psychological research with relevance to education such as the development of executive functions, inhibitory control, task switching and self-regulation. Other topics represent research interests in the psychology of education, addressing different aspects of learning, teaching, motivation, social relations and classroom processes. P&E members also carry out research which takes a psychological perspective on general educational topics like ‘transition’ and ‘inclusion’. Research is conducted with participants of all ages from infancy to adulthood, including children in early years/kindergarten, primary/elementary and secondary education. Research approaches and methodologies reflect a variety of positions within P&E, including experimental work, discourse analysis, naturalistic observations, surveys, case studies and mixed methods designs.

General research themes include:

  • Classroom communication and learning, including collaborative group work and the development of cognitive and emotional self-regulation
  • Play, learning and creativity in early years, primary and secondary classrooms
  • Conceptual development and causal reasoning in children, adolescents and adults, including executive functioning, early metacognitive development and young children's epistemic beliefs
  • Mathematical and scientific reasoning in infants, children and adolescents
  • Language and the development of children's thinking
  • The use of interactive technology in teaching and learning
  • Peer group influences on social, personal and academic development
  • Attitudes and motivation in education regarding school and school subjects; wellbeing and self-efficacy
  • Inclusion and the education of children identified with special educational needs
  • Gender and achievement
  • Transfer and transitions within and beyond the school context
  • Learning cultures & climate, including education in small and/or rural schools, with reference to educational provision, children's identity and sense of place.
  • Teacher development and pedagogy, including teachers’ knowledge and professional learning
  • Teacher professionalism, status and identity; school improvement