psychology essay pdf

How to Write a Psychology Essay

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Before you write your essay, it’s important to analyse the task and understand exactly what the essay question is asking. Your lecturer may give you some advice – pay attention to this as it will help you plan your answer.

Next conduct preliminary reading based on your lecture notes. At this stage, it’s not crucial to have a robust understanding of key theories or studies, but you should at least have a general “gist” of the literature.

After reading, plan a response to the task. This plan could be in the form of a mind map, a summary table, or by writing a core statement (which encompasses the entire argument of your essay in just a few sentences).

After writing your plan, conduct supplementary reading, refine your plan, and make it more detailed.

It is tempting to skip these preliminary steps and write the first draft while reading at the same time. However, reading and planning will make the essay writing process easier, quicker, and ensure a higher quality essay is produced.

Components of a Good Essay

Now, let us look at what constitutes a good essay in psychology. There are a number of important features.

Global Structure – structure the material to allow for a logical sequence of ideas. Each paragraph / statement should follow sensibly from its predecessor. The essay should “flow”. The introduction, main body and conclusion should all be linked.
Each paragraph should comprise a main theme, which is illustrated and developed through a number of points (supported by evidence).
Knowledge and Understanding – recognize, recall, and show understanding of a range of scientific material that accurately reflects the main theoretical perspectives.
Critical Evaluation – arguments should be supported by appropriate evidence and/or theory from the literature. Evidence of independent thinking, insight, and evaluation of the evidence.
Quality of Written Communication – writing clearly and succinctly with appropriate use of paragraphs, spelling, and grammar. All sources are referenced accurately and in line with APA guidelines.

In the main body of the essay, every paragraph should demonstrate both knowledge and critical evaluation.

There should also be an appropriate balance between these two essay components. Try to aim for about a 60/40 split if possible.

Most students make the mistake of writing too much knowledge and not enough evaluation (which is the difficult bit).

It is best to structure your essay according to key themes. Themes are illustrated and developed through a number of points (supported by evidence).

Choose relevant points only, ones that most reveal the theme or help to make a convincing and interesting argument.

Knowledge and Understanding

Remember that an essay is simply a discussion / argument on paper. Don’t make the mistake of writing all the information you know regarding a particular topic.

You need to be concise, and clearly articulate your argument. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences.

Each paragraph should have a purpose / theme, and make a number of points – which need to be support by high quality evidence. Be clear why each point is is relevant to the argument. It would be useful at the beginning of each paragraph if you explicitly outlined the theme being discussed (.e.g. cognitive development, social development etc.).

Try not to overuse quotations in your essays. It is more appropriate to use original content to demonstrate your understanding.

Psychology is a science so you must support your ideas with evidence (not your own personal opinion). If you are discussing a theory or research study make sure you cite the source of the information.

Note this is not the author of a textbook you have read – but the original source / author(s) of the theory or research study.

For example:

Bowlby (1951) claimed that mothering is almost useless if delayed until after two and a half to three years and, for most children, if delayed till after 12 months, i.e. there is a critical period.

Maslow (1943) stated that people are motivated to achieve certain needs. When one need is fulfilled a person seeks to fullfil the next one, and so on.

As a general rule, make sure there is at least one citation (i.e. name of psychologist and date of publication) in each paragraph.

Remember to answer the essay question. Underline the keywords in the essay title. Don’t make the mistake of simply writing everything you know of a particular topic, be selective. Each paragraph in your essay should contribute to answering the essay question.

Critical Evaluation

In simple terms, this means outlining the strengths and limitations of a theory or research study.

There are many ways you can critically evaluate:

Methodological evaluation of research

Is the study valid / reliable ? Is the sample biased, or can we generalize the findings to other populations? What are the strengths and limitations of the method used and data obtained?

Be careful to ensure that any methodological criticisms are justified and not trite.

Rather than hunting for weaknesses in every study; only highlight limitations that make you doubt the conclusions that the authors have drawn – e.g., where an alternative explanation might be equally likely because something hasn’t been adequately controlled.

Compare or contrast different theories

Outline how the theories are similar and how they differ. This could be two (or more) theories of personality / memory / child development etc. Also try to communicate the value of the theory / study.

Debates or perspectives

Refer to debates such as nature or nurture, reductionism vs. holism, or the perspectives in psychology . For example, would they agree or disagree with a theory or the findings of the study?

What are the ethical issues of the research?

Does a study involve ethical issues such as deception, privacy, psychological or physical harm?

Gender bias

If research is biased towards men or women it does not provide a clear view of the behavior that has been studied. A dominantly male perspective is known as an androcentric bias.

Cultural bias

Is the theory / study ethnocentric? Psychology is predominantly a white, Euro-American enterprise. In some texts, over 90% of studies have US participants, who are predominantly white and middle class.

Does the theory or study being discussed judge other cultures by Western standards?

Animal Research

This raises the issue of whether it’s morally and/or scientifically right to use animals. The main criterion is that benefits must outweigh costs. But benefits are almost always to humans and costs to animals.

Animal research also raises the issue of extrapolation. Can we generalize from studies on animals to humans as their anatomy & physiology is different from humans?

The PEC System

It is very important to elaborate on your evaluation. Don’t just write a shopping list of brief (one or two sentence) evaluation points.

Instead, make sure you expand on your points, remember, quality of evaluation is most important than quantity.

When you are writing an evaluation paragraph, use the PEC system.

Make your P oint.
E xplain how and why the point is relevant.
Discuss the C onsequences / implications of the theory or study. Are they positive or negative?

For Example

Point: It is argued that psychoanalytic therapy is only of benefit to an articulate, intelligent, affluent minority.
Explain: Because psychoanalytic therapy involves talking and gaining insight, and is costly and time-consuming, it is argued that it is only of benefit to an articulate, intelligent, affluent minority. Evidence suggests psychoanalytic therapy works best if the client is motivated and has a positive attitude.
Consequences: A depressed client’s apathy, flat emotional state, and lack of motivation limit the appropriateness of psychoanalytic therapy for depression.

Furthermore, the levels of dependency of depressed clients mean that transference is more likely to develop.

Using Research Studies in your Essays

Research studies can either be knowledge or evaluation.

If you refer to the procedures and findings of a study, this shows knowledge and understanding.
If you comment on what the studies shows, and what it supports and challenges about the theory in question, this shows evaluation.

Writing an Introduction

It is often best to write your introduction when you have finished the main body of the essay, so that you have a good understanding of the topic area.

If there is a word count for your essay try to devote 10% of this to your introduction.

Ideally, the introduction should;

Identify the subject of the essay and define the key terms. Highlight the major issues which “lie behind” the question. Let the reader know how you will focus your essay by identifying the main themes to be discussed. “Signpost” the essay’s key argument, (and, if possible, how this argument is structured).

Introductions are very important as first impressions count and they can create a h alo effect in the mind of the lecturer grading your essay. If you start off well then you are more likely to be forgiven for the odd mistake later one.

Writing a Conclusion

So many students either forget to write a conclusion or fail to give it the attention it deserves.

If there is a word count for your essay try to devote 10% of this to your conclusion.

Ideally the conclusion should summarize the key themes / arguments of your essay. State the take home message – don’t sit on the fence, instead weigh up the evidence presented in the essay and make a decision which side of the argument has more support.

Also, you might like to suggest what future research may need to be conducted and why (read the discussion section of journal articles for this).

Don”t include new information / arguments (only information discussed in the main body of the essay).

If you are unsure of what to write read the essay question and answer it in one paragraph.

Points that unite or embrace several themes can be used to great effect as part of your conclusion.

The Importance of Flow

Obviously, what you write is important, but how you communicate your ideas / arguments has a significant influence on your overall grade. Most students may have similar information / content in their essays, but the better students communicate this information concisely and articulately.

When you have finished the first draft of your essay you must check if it “flows”. This is an important feature of quality of communication (along with spelling and grammar).

This means that the paragraphs follow a logical order (like the chapters in a novel). Have a global structure with themes arranged in a way that allows for a logical sequence of ideas. You might want to rearrange (cut and paste) paragraphs to a different position in your essay if they don”t appear to fit in with the essay structure.

To improve the flow of your essay make sure the last sentence of one paragraph links to first sentence of the next paragraph. This will help the essay flow and make it easier to read.

Finally, only repeat citations when it is unclear which study / theory you are discussing. Repeating citations unnecessarily disrupts the flow of an essay.

How to Write Brilliant Psychology Essays

Paul Dickerson - University of Roehampton, UK
Description

“This book is one I wish I had bought at the start of my Psychology degree.” – Five-star review Essay writing is a key part of the Psychology degree and knowing how to write effective and compelling academic essays is key to success. Whether it's understanding how to implement feedback you receive on essays, how to stop procrastinating or what makes an effective introduction, this book covers it all. Drawing on insights derived from teaching thousands of students over a 25-year period How to Write Brilliant Psychology Essays provides the keys that will unlock your writing potential.

Ace your Assignment provide practical tips to help succeed

Exercises help try the theory out in practice

Take away points highlight the key learnings from each chapter

Online resources provide even more help and guidance.

Supplements

Paul Dickerson, Emma McDonald and Christian van Nieuwerburgh discuss study skills, wellbeing and employability and explore how university lecturers and student welfare teams can better support Psychology students through their university journey.

Students enjoyed this text - they found it easy to read and the author's dry sense of humour appealed to many. Not just for psychologists!

A really useful guide for students, breaking down the components of what constitutes a good essay and written from a subject-specific view - highly recommend

I have recommended this to my first year tutorial groups as it provides them with everything they need to know about producing an excellent psychology essay.

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General Psychology: An Introduction

(5 reviews)

Tori Kearns

Deborah Lee

Publisher: University System of Georgia

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Edward Clint, Assistant Professor, Oregon Institute of Technology on 12/15/23

Comprehensiveness rating: 4 see less

This text covers a wide range of topics that are fit for an introductory college psychology course with no major omissions. However, some chapters provide unduly sparse or inadequate coverage. For example, the "Learning and Conditioning" chapter doesn't even mention John Watson and generally provides no historical perspective on the evolution of psychology. The "Sensation and Perception" chapter is extremely compact, barely introducing ideas before moving on.

Content Accuracy rating: 5

NOBA psychology chapters tend to be well vetted and authored by subject matter experts (though this varies with chapter). I have not noted any substantial issues of accuracy or errors. But as with any text, there are some. For example, in discussing binocular vision, that chapter describes the familiar pen (or finger) in front of your face example involving closing one eye, then they other as you see the image "jump". The text then says,

"This is how video game manufacturers create the perception of 3D without special glasses; two slightly different images are presented on top of one another."

Apparent 3D in video games not using some sort of VR or 3D glasses/headset do not make any use of binocular disparity as everything seen is on a flat screen the same distance from the player. They are an effect of monocular depth cues.

Vocabulary definitions are sometimes poor. They may be vague or inadequately representative of the concept. For example:

"Behaviorism: The study of behavior." "Quasi-experimental design: An experiment that does not require random assignment to conditions." These are not false statements, but may be misleading or leave quite a lot on the table!

Relevance/Longevity rating: 5

Far more up to date than many textbooks, especially OER textbooks. Among the best in this regard.

Clarity rating: 4

The majority of the text is highly readable and easy to understand. As each chapter has different authors, some succeed better here than others, but I have not found any of the chapters arcane, confusing, or opaque.

Consistency rating: 4

While the format is regulated (learning objectives, content, in-set boxes for examples and questions, vocabulary)... the quality and approach vary between chapters. Some chapters seem to leave off key vocabulary terms in their own vocabulary section or use curiously non-standard definitions.

Modularity rating: 5

The text is generally quite modular throughout.

Organization/Structure/Flow rating: 5

The structure is logical and in accordance with most texts on this topic.

Interface rating: 5

The text is well formatted.

Grammatical Errors rating: 5

I did not find grammatical errors.

Cultural Relevance rating: 5

Cultural perspective is added in many points where it is called-for and examples/images are reasonably diverse. There may be some room for improvement here, but judged against other psychology textbooks, it does very well.

NOBA's collection provides an excellent base for a modern, up-to-date, legible psychology textbook. It is rough around the edges, though, and does require some refinement and bolstering to be a truly world-class product. Easily among the best OER books out there with the potential to be greater still in the hands of a skilled editor or team.

Reviewed by Kate Snyder, Associate Professor, Hanover College on 4/23/21

In general, a fairly comprehensive set of Noba modules that cover the range of key topics in intro psych. The notable exception is a sufficiently comprehensive coverage of gender. Within the developmental chapters, it would be nice to have some discussion of aging (although the section on Psychopharmacology and the elderly is helpful) and there is only one sentence to Vygotsky's social constructivist theory in cognitive development, an unfortunate omission of a critical topic. I wish the Conditioning & Learning chapter paid greater attention to types of operant conditioning (there's a lot of depth for classical conditioning but negative reinforcement isn't even mentioned).

Content Accuracy rating: 4

Overall, the content is largely accurate. There is some oversimplification of topics - for example, the discussion of implicit beliefs about intelligence in the Intelligence chapter presents a much stronger statement of this research than has been found of late, and seems to hint at multiple intelligences.

Relevance/Longevity rating: 4

Generally up to date and current. The majority of links I clicked through the "Outside Resources" sections were still functional with just a few exceptions that had broken links.

Clarity rating: 5

Some chapters were more digestible than others (for example, the chapter on Conditioning & Learning, while thorough, was a bit dense to navigate).

Consistency rating: 5

There's nothing overtly contradictory between chapters.

The selected chapters are a nice way to condense the massive Noba module option, and seem to align well. I noted once instance of the text referring to the "section on replication" but it was unclear what section this was, or if it's included within this collection.

Logically organized in a manner that begins with more micro-level processes and ending with more macro concepts.

Interface rating: 4

The "Box" sections are not accessible to readers with visual impairments; they are presented as images rather than text that can be read with screen readers.

Grammatical Errors rating: 4

Minor grammatical issues in some of the Discussion Questions but nothing too overt.

Cultural Relevance rating: 2

Unfortunately, this is the biggest weakness. Race & ethnicity are sparsely mentioned in a few chapters, the section on sex differences in "Hormones & Behavior" ignores intersex and transgender populations, and the use of gender binary language such as "she/her" or "his or her" is common throughout the text (inconsistent with APA 7th edition language requirements on the use of the singular "they"). Chapters varied in sufficiently addressing cultural concepts.

The Discussion Question sections are a bit of a "hit and miss" throughout this collection - some chapters didn't have any, other chapters had good questions, and a few chapters had discussion questions that were really lower-level recall questions rather than prompts to spark discussion. I really wish more figures with data were provided throughout the text to facilitate students' practice in data literacy, as opposed to figures with stock images.

Reviewed by Kristen Bjork, Psychology Instructor (Adjunct), Community College of Aurora on 8/12/20

Overall, the main content of Intro Psych is covered. There is no chapter on gender and sexuality though. One chapter on Hormones and Behavior touches on some sex differences, but is just focused on biology. There is a glossary for each chapter. Definition are good for the most part, though limited at times. Each chapter covers the big concepts of each topic, but lacks depth at times. I would definitely use supplemental materials if adopting this text. Each chapter also has a list of additional online resources, which is awesome! I was a little disappointed to not see the biopsychosocial model applied to content in each chapter, since that is something I work on all semester with my students. It leads to more critical thinking about content.

The content was accurate and each chapter cited reputable sources. There was one minor instance of a concept being misrepresented. No bias was noted.

Research and examples were relevant and will continue to be applicable without immediate update.

Overall, the text is written in clear, simple language. Descriptions of concepts are concise and easy to understand. There were some sections that got a little jargon heavy for me and I think a little more context/applicable examples would have helped.

No inconsistencies noted.

Text is broken down into chapters with smaller chunks labeled with subheadings. Some chapters contained numbered subsections.

Organization/Structure/Flow rating: 4

Overall, the text is logically organized. There were a few things I didn't get though. There's a separate subchapter about inattentional blindness under the memory chapter, which seems unnecessary and misplaced. There was also a separate subchapter about eyewitness memory, which also seemed unnecessary. I didn't really understand the subchapter separation in general. It would make more sense to just have section headings under one umbrella chapter, especially since the chapters are not long.

A few minor spacing issues noted. No visuals at all in Chapter 1! Not an engaging beginning! Visuals were included in the remaining chapters, though they weren't always meaningful. I viewed the text in a downloaded PDF. Key terms are linked and if you click on them, it takes you to the definition in the glossary. However, you can't easily go back to where you were just reading if you click on it, which is a pain. You have to scroll back up through the chapter and try to find your place. One chapter referenced "an image to the left" but the image was actually on the previous page. Font was easy to read and there was minimal visual clutter on the page.

No grammatical errors noted. (There was one reference page though where they did not follow the APA formatting rule of italicizing the journal titles!)

Cultural Relevance rating: 4

Chapter 1 has a specific objective to look at the role of women and people of color in psychology. Culture is specifically discussed in a few chapters, but not consistently in each chapter. Nothing insensitive was noted, but the majority of pictures used were of white people.

There are some descriptions of concepts that I thought were great and that would facilitate student understanding. However, I would have to use supplemental materials and articles if I were to adopt this text because there are some parts that are lacking.

Reviewed by Robin Gauthier, Adjunt Professor, North Shore Community College on 6/29/20

Comprehensiveness rating: 5 see less

The textbook covers a lot of ground, but is done in a very logical and progressive manner. Each chapter builds from the other, but at the same time is not reliant on the previous or next chapter. It was well written, not complicated, but straightforward and easy to comprehend. I particularly like that each chapter has it's own bibliography, outside resources for additional information and vocabulary lists.

Overall found the book accurate, but was concerned by two figures on page 88. These were a bit offensive with the topic relayed in a more sophisticated manner. The figures also appeared a bit racial and in a negative light. This, unfortunately, may determine my use of this book. Hopefully it can be amended.

Since it covers history of psychology it has great relevance. The examples are helpful in illustrating the author's point. In our rapidly changing culture, some current associations may not be fully accurate any longer, such as how either sex responds in certain situations. It did not include transgender responses. The format of the book will lend itself well to updates in any chapter without causing distortion of the next chapter.

The text was very clearly written, quite straightforward, but not overly simplified. The addition of the vocabulary words is helpful for students to build their vocabulary of psychological terms.

As noted earlier, each chapter related well to the others, allowing for consistency of the information presented. One chapter did not contradict another. The terminology was explained well and used well throughout the text.

This text was extremely well sectioned, allowing not only each chapter to be stand-alone, but within the chapter, broken into flowing partitions that connected well to other aspects of the subtopics.

This text presents the material in a logical order and is well-organized. I particularly appreciated that each chapter had, not only a bibliography, but outside resources and vocabulary terminology. For learning purposes, it streamlines learning; For testing purposes, this is a wonderful assist!

Interface rating: 3

The text is easily navigated and clearly identified for the various subjects approached. Some of the images and charts could be reworked. Unfortunately some of the logic of the book becomes lost in trying to figure out what the figure is actually portraying, particularly the charts and figures attempting to relay information about how male and female behavior differ.

I did not find grammatical errors in this text. There was a good flow in reading the material.

Cultural Relevance rating: 3

As noted previously, the figures on page 88 seemed insensitive and not well considered. The text touched upon prejudice in Chapter 15, however it was not interwoven in the book in relaying general psychological outlooks. My thoughts are mixed on this, since it was not intended to be a book about ethnic or racial comparisons, however there are some realities that are important to consider, as well as socioeconomic differences in general regardless of ethnicity and race. I would like to have seen this addressed, at least in part.

Overall I liked this book very much and would consider using it for my class. I would want my concerns addressed first and look forward to the next revision.

Reviewed by Hilmar von Strunck, Assistant Professor of Psychology, Northern Essex Community College on 5/27/20

The book has nicely covered all topics for a typical introduction to psychology textbook. read more

The book has nicely covered all topics for a typical introduction to psychology textbook.

I find the context of the book to be excellent. It is easy to read, well organized, and extremely informative.

The text seems very well researched and comprehensive. I believe that updates can be made easily advancing to a new edition if needed to.

The text follows typical textbook jargon for an introductory psychology text. Proper terminology is used, that should be easily understood by introduction to psychology students and/or the layman person.

Very well written regarding terminology used throughout the text.

The text is easy to follow and can be read and understood no matter which chapter one may start at.

The text is very well organized, and again should be easily understood by introduction to psychology students or the layman person.

The text is easy to follow. Charts/images are appropriate and give a nice visual that explains some of the key concepts.

Text is written in a well worded fashion, as appropriate for this kind of textbook.

Based on the different topics that are covered in the text, I found that it touched appropriately on many of the different cultural and diverse topics that are included in such a text.

One thing that I wanted to point out is that in the "Psychological Disorder" chapter, the author(s) referenced to people with psychological disorders as "sufferers". I would refrain from the term "sufferer". Not everyone with a psychological disorder/ailment suffers. I think it would be more appropriate to say, "the person with depression, schizophrenia, bipolar disorder..... and so forth.

Chapter 1: The Origins of Psychology
Chapter 2: The Methods of Psychology
Chapter 3: Biological Psychology
Chapter 4: Sensation & Perception
Chapter 5: Learning & Behavior
Chapter 6: States of Consciousness
Chapter 7: Memory
Chapter 8: Motivation
Chapter 9: Stress & Health
Chapter 10: Cognition: Thinking, Language, and Intelligence
Chapter 11: Human Development
Chapter 12: Personality
Chapter 13: Psychological Disorders
Chapter 14: Therapy
Chapter 15: Social Psychology

Ancillary Material

University System of Georgia

About the Book

The NOBA Project is a growing collection of expert-authored, open-licensed modules in psychology, funded by the Diener Education Fund. From these open modules, Tori Kearns and Deborah Lee created an arranged open textbook for her introductory psychology class. This textbook was created under a Round One ALG Textbook Transformation Grant.

About the Contributors

Tori Kearns, East Georgia State College

Deborah Lee , East Georgia State College

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Perceived Impact of Poverty on Student Engagement, Motivation, and Academic Performance

2024, Psychology and Education: A Multidisciplinary Journal

This study, conducted in Pantar District, Lanao del Norte, during 2023-2024, explored how poverty affected student engagement and motivation. Using a descriptive-correlational design, 100 teachers observed poverty's impact on underprivileged students. Findings revealed that poverty moderately affected student engagement, particularly attendance and interconnected aspects like attention span, peer relationships, and class participation. Students consistently agreed on poverty's impact, emphasizing shared perceptions. On motivation, poverty had a moderate impact, influencing interest in learning, attitudes, and self-efficacy. Low standard deviation indicated agreement on poverty's motivational impact, urging tailored interventions. Academic performance was generally positive indicating "Satisfactory" standards and excelling Very Satisfactory. No students fell below expectations, highlighting overall positive academic trends. In analyzing factors influencing student motivation, attendance, attention span, and peer relationships did not predict motivation significantly. However, class participation emerged as a crucial positive predictor, underlining its role in fostering student motivation. Analyzing academic performance and student engagement or motivation did not yield significant results, emphasizing the complexity of factors influencing student achievement. In conclusion, poverty consistently impacted student engagement and motivation, urging targeted interventions. Despite challenges, positive academic trends highlighted students' resilience. Class participation was crucial for motivation, emphasizing the need for a holistic understanding of factors shaping academic success. Nonsignificant findings suggested a need for further exploration into the intricate relationship between student engagement, motivation, and achievement in the context of economic disparities.

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Psychology and Education: A Multidisciplinary Journal

Psychology and Education

The goal of the study was to identify the difficulties and coping mechanisms faced by first-year students enrolled in online Master of Arts in Education courses at St. Peter's College in Iligan City during the first semester of the academic year 2022-2023. The survey provided information on the respondent profiles in terms of their age, sex, civil status, career, technology usage, and monthly family income. Also, the difficulties of taking lessons online, including isolation, instructor ability, motivation, and features. The respondents' coping strategies for the difficulties of taking online classes as well as for course, individual, technological, and environmental difficulties. Significant differences in the challenges and coping mechanisms for the challenges in the online classes of the respondents when grouped according to their socio-demographic profile and significant relationship between the respondents' challenges in online classes and their coping mechanisms. Family monthly income and age mediated the relationship between respondents' challenges and coping mechanisms were determined. The data gathered led to develop an action plan and made recommendations for this study. The study used the descriptive-correlational research method. It involved 149 students as respondents. The data used an adapted questionnaire that was validated through pilot testing. The result showed that most of the respondent's challenges in online classes were motivation, features of online classes, and isolation. The respondents' coping mechanisms for the challenges were in terms of environmental challenges; nevertheless, the other coping mechanisms-course challenges, technological challenges, and individual challenges-were also affirmed to have a better coping mechanism in their online class. The challenges faced by the respondents did significantly differed with the gadgets they used and their family's monthly income and coping mechanisms for online class challenges did significantly differed by their family's monthly income. The challenges in online classes were significantly correlated with their coping mechanisms. The challenges and coping mechanisms are not mediated by family monthly income and by age.

Psychology in the …

Mike Furlong

Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues ...

Psychology in the Schools

James Appleton

The California School …

Lawyer Akutei Emmanuel Akutei

GITIT KADAR-SATAT

This study aimed to determine the learners' academic performance and the learners' behavior. The respondents of the study were 49 grade 2 pupils and parents of Lanipao Elementary School. No sampling procedure was considered. Only 1 parent or guardian served as a respondent for every child or learner enrolled in school year 2021-2022. On the other hand, the grade 2 learners' academic performance in the second quarter was considered. The study sought to answer the parents' profile in terms of sex, age, parents' educational attainment, languages/dialects used/spoken at home, and parent's monthly income, the behavior of the learners in terms of learning behavior, management behavior, and emotional behavior, and the academic performance of the learners. The researcher utilized a researcher-made questionnaire in the data collection process. Contents of the 30-item questionnaire were under survey type. The gathered data were tabulated and analyzed using the following statistical tools, mean and percentage, Spearman rho, Chi-square, and Pearson-r Correlation Coefficient. The study entailed that the parents' demographic profile was not associated with the learners' academic performance. Thus, the null hypothesis of no significant relationship between the parents' profile and learners' academic performance was not rejected. Furthermore, the academic performance of the learners was unrelated to their learning behavior, management behavior, and emotional behavior. Thus, the null hypothesis of no significant relationship between the level of learners' behavior and their academic performance was not rejected. An action plan was drawn based on the findings of the study.

Journal of American Indian Education

Kristin Powers

The aim of this study was to determine the learners' level of excitement and problems as they returned to typical classroom settings after the pandemic at Lugait Central School, Lugait District, Division of Misamis Oriental for the academic year 2022-2023. One hundred thirteen (113) students participated in this descriptive-correlational study. The main aim was to investigate the relationship between the respondents' academic performance and the level of excitement and difficulties they were encountering as they returned to conventional educational settings after the pandemic. According to the results, the majority of the kids had demonstrated strong academic performance, with a significant portion of them exceeding expectations. It also indicated that, despite some implementation challenges after the epidemic, students were usually motivated to put in a good effort in class and learn the material. The results also showed that students' enthusiasm was a key factor in their academic achievement and that teachers should endeavor to provide a stimulating and engaging learning environment. This implied that learners' academic performance would rise as their level of excitement did. The findings also revealed a substantial inverse link between learners' academic achievement and their degree of difficulty. These results suggested that students who had greater difficulties could do worse in class. Teachers may hold a forum or workshop for the students on how to overcome the difficulties they faced in school after a pandemic, and they can use the appropriate intervention to assess the student's needs and current level of learning.

Handbook of Research on Student Engagement

David Shernoff

Youth & Society

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