About this Research Topic
There are numerous social-psychological theories, models and concepts that explain relevant questions of social phenomena and togetherness on both individual and group level across educational contexts. However, pedagogical fields of action are only a small spectrum of applied social psychological research, just as social psychological phenomena are not a systematic component of theoretical approaches to pedagogical fields of action. This interface between social psychology and educational psychology is therefore often not visible. Given the crucial role of interactions and dynamics in educational settings there exists a rich tapestry of research opportunities ripe for exploration by social psychologists, particularly how interactions of various quality influence the social climate, group dynamics, motivation, learning outcomes and behavioral norms among students and educators. The present Research Topic should be understood against this background. Ideally, relevant work and thoughts on this interface between social psychology and educational psychology would be compiled here at regular intervals.
This Research Topic aims to bridge the gap between social psychology and educational psychology in educational settings. We seek to illuminate how social psychological theories can enhance the depth and diversity and contribute with new perspective and expand knowledge within an educational context on pedagogical issues and by extension contribute to an enhanced understanding and improve the quality of teaching, learning, and interaction in educational settings. Thus, with this Research Topic, we would like to use the interface between social psychology and educational psychology to draw attention to the many facets of relevant research with social psychological references, in the hope that these findings will make an impact into more research and practice. For example, many concepts that are developed and studied in educational psychology are useful, but only work in an appropriate interaction and group context. Therefore, for a deeper understanding of how educational settings can be organized, it is important to always consider the social dimension.
In an effort to bridge the gap between social psychology and educational psychology and thereby to gather further insights into the application of social psychology within educational settings, we welcome articles addressing, but not limited to, the following themes:
• Dynamics between individuals and groups within educational settings (i.e. students, educators and parents etc.) Research on school- and group climate, influence, health variables and parental engagement.
• Interaction strategies between educators and students (i.e. shared basic values, everyone's equal value, and handling of challenging situations). Research on heterogeneity and inclusion and multi-professional teams.
• Dynamic processes (i.e. communication, conflict, social facilitation/loafing, group development).
• Educational processes (i.e. self- and collective efficacy, identity formation, gender related identities, group work assessment).
We look forward to contributions that delve into these areas, interpreting social psychological insights within the educational sector, and fostering a deeper integration of these findings in both academic research and practical applications.
This Research Topic welcomes Original Research, Reviews, Mini Reviews, Methods, Theory and Hypothesis, Opinions, and Perspectives.
This Research Topic aims to bridge the gap between social psychology and educational psychology in educational settings. We seek to illuminate how social psychological theories can enhance the depth and diversity and contribute with new perspective and expand knowledge within an educational context on pedagogical issues and by extension contribute to an enhanced understanding and improve the quality of teaching, learning, and interaction in educational settings. Thus, with this Research Topic, we would like to use the interface between social psychology and educational psychology to draw attention to the many facets of relevant research with social psychological references, in the hope that these findings will make an impact into more research and practice. For example, many concepts that are developed and studied in educational psychology are useful, but only work in an appropriate interaction and group context. Therefore, for a deeper understanding of how educational settings can be organized, it is important to always consider the social dimension.
In an effort to bridge the gap between social psychology and educational psychology and thereby to gather further insights into the application of social psychology within educational settings, we welcome articles addressing, but not limited to, the following themes:
• Dynamics between individuals and groups within educational settings (i.e. students, educators and parents etc.) Research on school- and group climate, influence, health variables and parental engagement.
• Interaction strategies between educators and students (i.e. shared basic values, everyone's equal value, and handling of challenging situations). Research on heterogeneity and inclusion and multi-professional teams.
• Dynamic processes (i.e. communication, conflict, social facilitation/loafing, group development).
• Educational processes (i.e. self- and collective efficacy, identity formation, gender related identities, group work assessment).
We look forward to contributions that delve into these areas, interpreting social psychological insights within the educational sector, and fostering a deeper integration of these findings in both academic research and practical applications.
This Research Topic welcomes Original Research, Reviews, Mini Reviews, Methods, Theory and Hypothesis, Opinions, and Perspectives.
Keywords: Social Psychology in Educational Fields, Teaching, Learning, Group Dynamics
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
