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ISBN 978-1-78984-527-3
Published in London, UK
© 2019 IntechOpen
© MaYcaL / iStock
EDUCATIONAL
PSYCHOLOGY - BETWEEN
CERTITUDES AND
UNCERTAINTIES
Edited by Victorița Trif
EDUCATIONAL
PSYCHOLOGY - BETWEEN
CERTITUDES AND
UNCERTAINTIES
Edited by Victorița Trif
Educational Psychology - Between Certitudes and Uncertainties
http://dx.doi.org/10.5772/intechopen.77504
Edited by Victorița Trif
Contributors
Huy P Phan, Hui-Wen Wang, Jen-Hwa Shih, Sheng-Ying Shi, Ruey-Yih Lin, Bing Ngu, Carlos J. Ossa, David Tzuriel,
Victorița Trif, Susanna Occhipinti
© The Editor(s) and the Author(s) 2019
The rights of the editor(s) and the author(s) have been asserted in accordance with the Copyright, Designs and Patents
Act 1988. All rights to the book as a whole are reserved by INTECHOPEN LIMITED. The book as a whole (compilation)
cannot be reproduced, distributed or used for commercial or non-commercial purposes without INTECHOPEN
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Educational Psychology - Between Certitudes and Uncertainties, Edited by Victorița Trif
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Educational Psychology - Between Certitudes and Uncertainties
http://dx.doi.org/10.5772/intechopen.77504
Edited by Victorița Trif
Contributors the world’s leading publisher of
Huy P Phan, Hui-Wen Wang, Jen-Hwa Shih, Sheng-Ying Shi, Ruey-Yih Lin, Bing Ngu, Carlos J. Ossa, David Tzuriel,
Victorița Trif, Susanna Occhipinti
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Meet the editor
Victorița Trif is an associate professor at the Faculty of
Psychology and Education Sciences from the University
of Bucharest (Romania). She is also an author of many
articles and books, including Cognitive, Semantic and
Social Dissonances into Assessment, published in Germa-
ny (Lap Lampert Academic Publishing). She won Best
Paper Award for the study Deconstruction and the Cur-
riculum at the ARSA Annual Conference in 2014 in Slovakia (http://www.
arsa-conf.com/arsa-award/) and has been awarded for her books Lesson
Planning: Good Practices and Academic Profession or About the Business of
Knowledge at the International Exhibition for Sciences and Teaching Books,
Chișinău 2013, in Moldavia (www.bsclupan.asm.md). She has wide expe-
rience in research and in teaching courses in the fieldwork of educational
psychology and educational sciences.
Contents
Preface VII
Chapter 1 Introductory Chapter: Will a Cooperation between Polarized
Paradigms in Educational Psychology Be Possible? 1
Trif Victorița
Chapter 2 A Critical Role of the Psychologist: A Way to Achieve
Complexity in Educational Psychology 7
Carlos Ossa-Cornejo
Chapter 3 Mother-Child Mediated Learning Experience Strategies and
Children’s Cognitive Modifiability: Theoretical and Research
Perspectives 21
David Tzuriel
Chapter 4 The Importance of Mindfulness in the Achievement of Optimal
Functioning: Conceptualization for Research Development 39
Huy P. Phan, Hui-Wen Wang, Jen-Hwa Shih, Sheng-Ying Shi, Ruey-
Yih Lin and Bing H. Ngu
Chapter 5 Educational Tools and Methodological Approaches to Enhance
Interest and to Grow Skills in the Teaching-Learning of the
Earth Sciences: A Research in the Italian Schools 59
Susanna Occhipinti
Contents
Preface XI
Chapter 1 Introductory Chapter: Will a Cooperation between Polarized
Paradigms in Educational Psychology Be Possible? 1
Trif Victorița
Chapter 2 A Critical Role of the Psychologist: A Way to Achieve
Complexity in Educational Psychology 7
Carlos Ossa-Cornejo
Chapter 3 Mother-Child Mediated Learning Experience Strategies and
Children’s Cognitive Modifiability: Theoretical and Research
Perspectives 21
David Tzuriel
Chapter 4 The Importance of Mindfulness in the Achievement of Optimal
Functioning: Conceptualization for Research Development 39
Huy P. Phan, Hui-Wen Wang, Jen-Hwa Shih, Sheng-Ying Shi, Ruey-
Yih Lin and Bing H. Ngu
Chapter 5 Educational Tools and Methodological Approaches to Enhance
Interest and to Grow Skills in the Teaching-Learning of the
Earth Sciences: A Research in the Italian Schools 59
Susanna Occhipinti
Preface
Asystematicreviewofthe literatureonrecent educationalpsychologyrevealsarebranded
jigsaw that contains classictexts, updated and revised research,as well as prospects ofstrat‐
egies to managing behavioral difficulties according to the educational psychology services.
Beyond the familiar preferences of the previous critical studies in the fieldwork, which re‐
considers the topics of trend analysis, citations, individual differences, statistics, content
analysis, educational psychology deconstruction, orresearch methodology, this exegesis de‐
lineates five major themes considered important for the future development of theories,
practices from the educational psychology services, and public policy.
Thetitleofthebook,EducationalPsychology-BetweenCertitudesandUncertainties,isrelevant
for dynamic and low predictable research from genetics, neurosciences, technologies, and
empirical evidence of the relationship between mind, brain plasticity, communication, and
education that produces challenges and exchanges across sciences. There are various per‐
spectives on the epistemology in the field, new results of experiments, different hermeneu‐
tics and misinterpretations of data collected, multiple scientific simulations, and diverse
substantial evaluative data. Eccentric, exotic, and strange theories of thenew epistemiccom‐
munities coexist with traditional approaches to educational psychology. This new frame‐
work argues that this book is to be considered a fairly unique and realistic way to rebuild
the incongruities and paradoxes in this area. Naturally, “certitudes and uncertainties” is a
common denominator for the existing sophisticated academic conventions and for the im‐
mense potential of continuous professional development. The title of the book reflects the
stateoftheart,anewtrendintheconceptualfabricofeducationalpsychology,andanatti‐
tude toward an academic market in the age of many battles in the world of science.
Adistinctive characteristic of this book is that it intends to provide a new perspective on the
current hypothesis from educational psychology. It consists of five chapters, covers the most
discussedproblems from theareas of study, and brings together notoriousexperts from dif‐
ferent cultures. From the number of intentions submitted, four contributions were selected
and incorporated.
Within each chapter, theories linked with practice issues and emerging conclusions are ex‐
amined.
Thefirstchapter(authorVictorițaTrif)examinesthepolarizedparadigmsfromeducational
psychology, combining parallel explanations and concerningtheidentity of the scientific do‐
main.Theresearchquestionsareininterdependencewithfuturetrendsinthefieldwork,as
well as with a new comprehension of uncontrolled multiliteracy and of the contemporary
state of interconnected paths, models, or reconsidered branches of psychology. The title of
the chapter (“Will a Cooperation between Polarized Paradigms in Educational Psychology
Be Possible?”) suggests a possible answer to the potential cognitive model of solving an
asynchronous conglomeration of knowledge in the area.
