Educational psychology santrock 1

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Educational
Psychology
FIFTH EDITION

John W. Santrock
University of Texas at Dallas


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Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of
the Americas, New York, NY 10020. Copyright © 2011, 2009, 2004, 2001. All rights reserved.
No part of this publication may be reproduced or distributed in any form or by any means, or
stored in a database or retrieval system, without the prior written consent of The McGraw-Hill
Companies, Inc., including, but not limited to, in any network or other electronic storage or
transmission, or broadcast for distance learning.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 QDQ/QDQ 9 8 7 6 5 4 3 2 1 0
ISBN: 978-0-07-337878-7
MHID: 0-07-337878-X
Vice President, Editorial:  Michael Ryan
Publisher:  Michael Sugarman
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Credits: The credits section for this book begins on page C and is considered an extension of the
copyright page.
Library of Congress Cataloging-in-Publication Data

Santrock, John W.
Educational psychology / John Santrock. — 5th ed.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-07-337878-7 (alk. paper)
ISBN-10: 0-07-337878-X (alk. paper)
1. Educational psychology. 2. Learning, Psychology of. 3. Motivation in education. I. Title.
LB1051.S262 2011
370.15—dc22
2010045901
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of
a Web site does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill
does not guarantee the accuracy of the information presented at these sites.

www.mhhe.com


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About the Author

John W. Santrock

John Santrock received his Ph.D.

from the University of Minnesota in 1973. He taught at the
University of Charleston and the University of Georgia before joining the program in Psychology and Human Development at the
University of Texas at Dallas, where he currently teaches a number
of undergraduate courses.
John has been a member of the editorial boards of Child
Development and Developmental Psychology. His research on father
custody is widely cited and used in expert witness testimony to
promote flexibility and alternative considerations in custody disputes. John also has authored these exceptional McGraw-Hill texts:
Children (11th edition), Adolescence (13th edition), Life-Span
Development (13th edition), and Child Development (13th edition).
For many years John was involved in tennis as a player, a teaching professional, and a coach of professional tennis players. He has
been married for more than 35 years to his wife, Mary Jo, who is
a realtor. He has two daughters—Tracy, who also is a realtor, and
Jennifer, who is a medical sales specialist. He has one granddaughter,
Jordan, age 19, and two grandsons, Alex, age 6, and Luke, age 4. In
the last decade, John also has spent time painting expressionist art.

John Santrock with his grandchildren Luke, Alex, and Jordan.


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For the educators in my family:

My wife, Mary Jo, a teacher; my father,
John F. Santrock, Jr., a teacher,
principal, and superintendent of
schools; my mother, Ruth Smith
Santrock, an administrative
assistant; my grandmother, Della
Karnes Santrock, who taught
all grades in a one-room
school; and John F. Santrock,
Sr., a principal.


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Brief Contents

C H A P T E R

1

Educational Psychology: A Tool for Effective Teaching 1

C H A P T E R

2

Cognitive and Language Development 28

C H A P T E R

3

Social Contexts and Socioemotional Development 70

C H A P T E R

4

Individual Variations 110

C H A P T E R

5

Sociocultural Diversity 141

C H A P T E R

6

Learners Who Are Exceptional 180

C H A P T E R

7

Behavioral and Social Cognitive Approaches 216

C H A P T E R

8

The Information-Processing Approach 253

C H A P T E R

9

Complex Cognitive Processes 294

C H A P T E R

10

Social Constructivist Approaches 332

C H A P T E R

11

Learning and Cognition in the Content Areas 360

C H A P T E R

12

Planning, Instruction, and Technology 398

C H A P T E R

13

Motivation, Teaching, and Learning 436

C H A P T E R

14

Managing the Classroom 476

C H A P T E R

15

Standardized Tests and Teaching 514

C H A P T E R

16

Classroom Assessment and Grading 547

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Contents

Preface xxi

C H A P T E R

1

Educational Psychology:
A Tool for Effective Teaching 1
Exploring Educational Psychology 2
Historical Background 2
Teaching: Art and Science 4
Effective Teaching 6
Professional Knowledge and Skills 6
Commitment, Motivation, and Caring 10
SELF-ASSESSMENT 1.1: The Best and Worst Characteristics of

My Teachers

12

Research in Educational Psychology 14
Why Research Is Important 14
Research Methods 15
Program Evaluation Research, Action Research, and the Teacher-as-Researcher 19
Quantitative and Qualitative Research 21
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Classroom

Decision 24
Reach Your Learning Goals 25
Key Terms

26

Portfolio Activities

26

Study, Practice, and Succeed 27

C H A P T E R

2

Cognitive and Language Development 28
An Overview of Child Development 29
Exploring What Development Is 29

Processes and Periods 29
Developmental Issues 31
Development and Education 33
Cognitive Development
The Brain 35
Piaget’s Theory 39
Vygotsky’s Theory 50

34

SELF-ASSESSMENT 2.1: Applying Piaget and Vygotsky in My Classroom

54
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Contents

Language Development 58
What Is Language? 58

Biological and Environmental Influences 59
Language Development 59
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Book Report
Reach Your Learning Goals 67
Key Terms

69

Portfolio Activities

69

Study, Practice, and Succeed 69

C H A P T E R

3

Social Contexts and Socioemotional
Development 70
Contemporary Theories 71
Bronfenbrenner’s Ecological Theory 71
Erikson’s Life-Span Development Theory 73
Social Contexts of Development 77
Families 78
Peers 82
Schools 83
Socioemotional Development
The Self 92

92

SELF-ASSESSMENT 3.1: Where Are You Now? Exploring Your Identity

Moral Development 97
Coping with Stress 103
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Fight

106

Reach Your Learning Goals 107
Key Terms 108
Portfolio Activities

109

Study, Practice, and Succeed 109

C H A P T E R

4

Individual Variations

110

Intelligence 111
What Is Intelligence? 111
Intelligence Tests 112
Theories of Multiple Intelligences 114

SELF-ASSESSMENT 4.1: Evaluating Myself on Gardner’s Eight Types

of Intelligence 119
The Neuroscience of Intelligence 121
Controversies and Issues in Intelligence 122

Learning and Thinking Styles 129
Impulsive/Reflective Styles 129
Deep/Surface Styles 129

96

66


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Personality and Temperament 132
Personality 132
Temperament 133

CONNECTING WITH THE CLASSROOM: CRACK THE CASE Workshops

137

Reach Your Learning Goals 138
Key Terms 138
Portfolio Activities

138

Study, Practice, and Succeed 139

C H A P T E R

5

Sociocultural Diversity

141

Culture and Ethnicity 142
Culture 142
Socioeconomic Status 144
Ethnicity 147
Bilingualism 150
Multicultural Education 154
Empowering Students 157
Culturally Relevant Teaching 157
Issues-Centered Education 158
Improving Relationships Among Children from Different Ethnic Groups 159

Gender 164
Exploring Gender Views 164
Gender Stereotyping, Similarities, and Differences 165
Gender Controversy 168
Gender-Role Classification 168
Gender in Context 169
SELF-ASSESSMENT 5.1: What Gender-Role Orientation Will I Present

to My Students? 170
Eliminating Gender Bias 170
CONNECTING WITH THE CLASSROOM: CRACK THE CASE: These Boys
Reach Your Learning Goals 177
Key Terms

179

Portfolio Activities

179

Study, Practice, and Succeed 179

C H A P T E R

6

Learners Who Are Exceptional 180
Children with Disabilities 181
Learning Disabilities 182
Attention Deficit Hyperactivity Disorder 184

Mental Retardation 189
Physical Disorders 191
Sensory Disorders 191

176

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Contents

Speech and Language Disorders 192
Autism Spectrum Disorders 194
Emotional and Behavioral Disorders 194
SELF-ASSESSMENT 6.1: Evaluating My Experiences with People Who Have

Various Disabilities and Disorders

196

Educational Issues Involving Children with Disabilities
Legal Aspects 199
Technology 202

199

Children Who Are Gifted 204
Characteristics 204
Nature-Nurture Issue, Developmental Changes, and Domain-Specific
Giftedness 205
Educating Children Who Are Gifted 205
CONNECTING WITH THE CLASSROOM: CRACK THE CASE: Now What?

211

Reach Your Learning Goals 212
Key Terms 214
Portfolio Activities 214
Study, Practice, and Succeed 215

C H A P T E R

7

Behavioral and Social Cognitive Approaches 216
What Is Learning? 217
What Learning Is and Is Not 217
Approaches to Learning 218
Behavioral Approach to Learning 219
Classical Conditioning 220

Operant Conditioning 222
Applied Behavior Analysis in Education 225
What Is Applied Behavior Analysis? 225
Increasing Desirable Behaviors 225
Decreasing Undesirable Behaviors 228
Evaluating Operant Conditioning and Applied Behavior Analysis 232
Social Cognitive Approaches to Learning 235
Bandura’s Social Cognitive Theory 235
Observational Learning 236
SELF-ASSESSMENT 7.1: Models and Mentors in My Life and

My Students’ Lives 239
Cognitive Behavior Approaches and Self-Regulation 242
SELF-ASSESSMENT 7.2: Self-Monitoring

244

Evaluating the Social Cognitive Approaches 246
CONNECTING WITH THE CLASSROOM: CRACK THE CASE Consequences
Reach Your Learning Goals 250
Key Terms 252
Portfolio Activities 252
Study, Practice, and Succeed 252

249


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Contents

C H A P T E R

8

The Information-Processing Approach 253
The Nature of the Information-Processing Approach 254
Information, Memory, and Thinking 254
Cognitive Resources: Capacity and Speed of Processing Information 255
Mechanisms of Change 256
Attention 257
What Is Attention? 257
Developmental Changes 258
Memory 263
What Is Memory? 263
Encoding 263
Storage 263
Retrieval and Forgetting 271
Expertise 277
Expertise and Learning 277
SELF-ASSESSMENT 8.1: How Effective Are My Memory and Study

Strategies? 281
Acquiring Expertise 282
Expertise and Teaching 282

Metacognition 284
Developmental Changes 285
The Good Information-Processing Model 287
Strategies and Metacognitive Regulation 287
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Test

290

Reach Your Learning Goals 291
Key Terms 293
Portfolio Activities 293
Study, Practice, and Succeed 293

C H A P T E R

9

Complex Cognitive Processes 294
Conceptual Understanding 295
What Are Concepts? 295
Promoting Concept Formation 296
Thinking 301
What Is Thinking?
Reasoning 302
Critical Thinking
Decision Making

Creative Thinking

301
303
306
310

SELF-ASSESSMENT 9.1: How Good Am I at Thinking Creatively?

Problem Solving 316
Steps in Problem Solving 317
Obstacles to Solving Problems 318

312

xi


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Contents

Developmental Changes 319
Problem-Based Learning and Project-Based Learning 320
SELF-ASSESSMENT 9.2: How Effective Are My Thinking and

Problem-Solving Strategies?

322

Transfer 324
What Is Transfer? 324
Types of Transfer 324
Cultural Practices and Transfer 325
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Statistics Test

329

Reach Your Learning Goals 329
Key Terms

331

Portfolio Activities

331

Study, Practice, and Succeed 331

C H A P T E R

1 0

Social Constructivist Approaches 332
Social Constructivist Approaches to Teaching 333
Social Constructivism in the Broader Constructivist Context 333
Situated Cognition 335
Teachers and Peers as Joint Contributors to Students’ Learning 336
Scaffolding 336
Cognitive Apprenticeship 336
Tutoring 336
Cooperative Learning 341
Structuring Small-Group Work 346
Composing the Group 346
Team-Building Skills 347
Structuring Small-Group Interaction 349
SELF-ASSESSMENT 10.1: Evaluating My Social Constructivist Experiences

350

Social Constructivist Programs 352
Fostering a Community of Learners 352
Schools for Thought 353
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Social

Constructivist Classroom

357

Reach Your Learning Goals 358
Key Terms

359

Portfolio Activities

359

Study, Practice, and Succeed 359

C H A P T E R

1 1

Learning and Cognition in the Content Areas 360
Expert Knowledge and Pedagogical Content Knowledge 361
Reading 362
A Developmental Model of Reading 363
Approaches to Reading 364


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Contents

xiii

Cognitive Approaches 365
Social Constructivist Approaches 366

Writing 370
Developmental Changes 370
Cognitive Approaches 371
Social Constructivist Approaches 372
SELF-ASSESSMENT 11.1: Evaluating My Reading and Writing Experiences

374

Mathematics 378
Developmental Changes 378
Controversy in Math Education 380
Cognitive Processes 380
Some Constructivist Principles 381
Technology and Math Instruction 381
Science 385
Science Education 385
Constructivist Teaching Strategies 387
Social Studies 388
What Is Social Studies? 388
Constructivist Approaches 391
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Constructivist

Math Curriculum

394

Reach Your Learning Goals 395
Key Terms

397

Portfolio Activities

397

Study, Practice, and Succeed 397

C H A P T E R

1 2

Planning, Instruction, and Technology 398
Planning 399
Instructional Planning 399
Time Frames and Planning 400
Teacher-Centered Lesson Planning and Instruction 403
Teacher-Centered Lesson Planning 403
Direct Instruction 405
Teacher-Centered Instructional Strategies 407
Evaluating Teacher-Centered Instruction 412
Learner-Centered Lesson Planning and Instruction 414
Learner-Centered Principles 414
Some Learner-Centered Instructional Strategies 416
Evaluating Learner-Centered Strategies 417

Technology and Education 421
The Technology Revolution and the Internet 421
Standards for Technology-Literate Students 423
Teaching, Learning, and Technology 424
SELF-ASSESSMENT 12.1: Evaluating My Technology Skills and

Attitudes 428
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Big Debate

432


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Contents

Reach Your Learning Goals 433
Key Terms

435

Portfolio Activities

435

Study, Practice, and Succeed 435

C H A P T E R

1 3

Motivation, Teaching, and Learning 436
Exploring Motivation 437
What Is Motivation? 438
Perspectives on Motivation 438
Achievement Processes 441
Extrinsic and Intrinsic Motivation 441
Attribution 447
Mastery Motivation and Mindset 448
Self-Efficacy 450
Goal Setting, Planning, and Self-Monitoring 451
Expectations 453
Values and Purpose 454
Motivation, Relationships, and Sociocultural Contexts 457
Social Motives 458
Social Relationships 458
Sociocultural Contexts 461
Exploring
Students
Students
Students
Students

Students
Students

Achievement Difficulties 463
Who Are Low Achieving and Have Low Expectations for Success 463
Who Protect Their Self-Worth by Avoiding Failure 464
Who Procrastinate 465
Who Are Perfectionists 465
with High Anxiety 466
Who Are Uninterested or Alienated 467

SELF-ASSESSMENT 13.1: Evaluating My Motivation

469

CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Reading

Incentive Program

471

Reach Your Learning Goals 472
Key Terms

475

Portfolio Activities

475

Study, Practice, and Succeed 475

C H A P T E R

1 4

Managing the Classroom 476
Why Classrooms Need to Be Managed Effectively 477
Management Issues in Elementary and Secondary School Classrooms 478
The Crowded, Complex, and Potentially Chaotic Classroom 479
Getting Off to the Right Start 480


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Contents

Emphasizing Instruction and a Positive Classroom Climate 480
Management Goals and Strategies 482

Designing the Physical Environment of the Classroom 485
Principles of Classroom Arrangement 485

Arrangement Style 486
Creating a Positive Environment for Learning 489
General Strategies 489
Creating, Teaching, and Maintaining Rules and Procedures 489
Getting Students to Cooperate 491
Classroom Management and Diversity 494
Being a Good Communicator 496
Speaking Skills 496
Listening Skills 498
Nonverbal Communication 499
SELF-ASSESSMENT 14.1: Evaluating My Communication Skills

500

Dealing with Problem Behaviors 502
Management Strategies 502
Dealing with Aggression 505
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Chatty

Student 510
Reach Your Learning Goals 511
Key Terms

513

Portfolio Activities

513

Study, Practice, and Succeed 513

C H A P T E R

1 5

Standardized Tests and Teaching 514
The Nature of Standardized Tests 515
Standardized Tests and Their Purposes 515
Criteria for Evaluating Standardized Tests 516
Aptitude and Achievement Tests 520
Comparing Aptitude and Achievement Tests 520
Types of Standardized Achievement Tests 521
High-Stakes State Standards-Based Tests 521
Standardized Tests of Teacher Candidates 528
The Teacher’s Roles 532
Preparing Students to Take Standardized Tests 532
Understanding and Interpreting Test Results 533
SELF-ASSESSMENT 15.1: Evaluating My Knowledge of and Skills in

Computing Measures of Central Tendency and Variability

536

Using Standardized Test Scores to Plan and Improve Instruction 538

Issues in Standardized Tests 541
Standardized Tests, Alternative Assessments, and High-Stakes Testing 541
Diversity and Standardized Testing 542
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Standardized

Test Pressure

543

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Contents

Reach Your Learning Goals 544
Key Terms

546

Portfolio Activities

546

Study, Practice, and Succeed 546

C H A P T E R

1 6

Classroom Assessment and Grading 547
The Classroom as an Assessment Context 548
Assessment as an Integral Part of Teaching 548
Making Assessment Compatible with Contemporary Views of Learning
and Motivation 551
Creating Clear, Appropriate Learning Targets 552
Establishing High-Quality Assessments 552
Current Trends 555
Traditional Tests 558
Selected-Response Items 558
Constructed-Response Items 560
Alternative Assessments 563
Trends in Alternative Assessment 563
Performance Assessment 564
Portfolio Assessment 569
SELF-ASSESSMENT 16.1: Planning My Classroom Assessment Practices

Grading and Reporting Performance 574
The Purposes of Grading 574
The Components of a Grading System 575
Reporting Students’ Progress and Grades to Parents 577
Some Issues in Grading 578
CONNECTING WITH THE CLASSROOM: CRACK THE CASE The Project
Reach Your Learning Goals 582
Key Terms

584

Portfolio Activities

584

Study, Practice, and Succeed 584

Glossary

G-1

PRAXIS™ Practice Answer Key P
References

R

Credits C
Name Index
Subject Index

I
I-10

581

573


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List of Features

SELF-ASSESSMENT
The Best and Worst Characteristics
of My Teachers
Applying Piaget and Vygotsky in
My Classroom
Where Are You Now? Exploring
Your Identity
Evaluating Myself on Gardner’s
Eight Types of Intelligence
What Gender-Role Orientation
Will I Present to My Students?
Evaluating My Experiences with
People Who Have Various
Disabilities and Disorders
Models and Mentors in My Life
and My Students’ Lives
Self-Monitoring
How Effective Are My Memory
and Study Strategies?
How Good Am I at Thinking
Creatively?
How Effective Are My Thinking
and Problem-Solving Strategies?
Evaluating My Social Constructivist
Experiences
Evaluating My Reading and Writing
Experiences
Evaluating My Technology Skills
and Attitudes

Evaluating My Motivation
Evaluating My Communication Skills
Evaluating My Knowledge of and
Skills in Computing Measures of
Central Tendency and Variability
Planning My Classroom Assessment
Practices

12
54
96
119
170

196
239
244
281
312
322

432
471
510
543
581

TEACHING STORIES
Margaret Metzger
Donene Polson

Keren Abra
Shiffy Landa
Margaret Longworth
Verna Rollins
Ruth Sidney Charney
Laura Bickford
Marilyn Whirry
Chuck Rawls
Wendy Nelson Kauffman
Lois Guest and Kevin Groves
Jaime Escalante
Adriane Lonzarich
Barbara Berry
Vicky Farrow

2
29
71
111
142
181
217
254
295
333
361
399
437
477
515

548

350
374
428
469
500

536
573

CONNECTING WITH THE
CLASSROOM: CRACK THE CASE
The Classroom Decision
The Book Report
The Fight
Workshops
These Boys
Now What?
Consequences
The Test
The Statistics Test
The Social Constructivist Classroom
The Constructivist Math Curriculum

The Big Debate
The Reading Incentive Program
The Chatty Student
The Standardized Test Pressure
The Project

24
66
106
137
176
211
249
290
329
357
394

THROUGH THE EYES OF STUDENTS
“You Are the Coolest”
A Good Teacher
Identity Exploring
Jewel Cash, Teen Dynamo
It’s Okay to Be Different
Eyes Closed
Children Who Are Gifted Speak
“Watch Her, Mom”
The Cobwebs of Memory
The Thinking Room
The Eight-Year-Old Filmmaker
and Oozy Red Goop
The Devl and the Babe Goste
Writing Self-Evaluations
Hari Prabhakar, Student on a Path
to Purpose

“You Always Manage to Cheer
Us Up”
First Week of School
Forensics Teacher Tommie Lindsey’s
Students
It’s as if a Test Score Is All There
Is to a Person
Accepting Responsibility

11
12
97
102
191
192
206
226
264
302
314
371
373
454
460
480
497
524
576

TEACHING CONNECTIONS: BEST

PRACTICES
Strategies for Becoming an
Effective Teacher
Strategies for Becoming an
Effective Teacher-Researcher
Strategies for Being a Wise Consumer
of Educational Research
Strategies for Working with
Preoperational Thinkers
Strategies for Working with
Concrete Operational Thinkers
Strategies for Working with
Formal Operational Thinkers
Strategies for Applying Piaget’s
Theory to Children’s Education
Strategies for Applying Vygotsky’s
Theory to Children’s Education
Strategies for Vocabulary Development
at Different Developmental Levels
Strategies for Educating Children
Based on Bronfenbrenner’s Theory
Strategies for Educating Children
Based on Erikson’s Theory
Strategies for Forging School-FamilyCommunity Linkages
Strategies for Improving Children’s
Social Skills
Strategies for Improving Children’s
Self-Esteem
Strategies for Increasing Children’s
Prosocial Behavior

Strategies for Interpreting Intelligence
Test Scores
Strategies for Implementing Each
of Gardner’s Multiple Intelligences
Strategies for the Use of Tracking
Strategies for Working with
Impulsive Children
Strategies for Helping Surface
Learners Think More Deeply
Strategies for Teaching Children
with Different Temperaments
Strategies for Working with Children
in Poverty
Strategies for Working with
Linguistically and Culturally
Diverse Children
Strategies for Multicultural
Education
Strategies for Reducing Gender Bias

13
20
22
45
46
48
51
54
64
73

76
82
84
93
101
114
118
127
129
130
135
147

152
162
173
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List of Features

Strategies for Working with Children
Who Have Learning Disabilities
Strategies for Working with Children
Who Have ADHD
Strategies for Working with Children
Who Have Mental Retardation
Strategies for Working with Children
Who Have a Hearing Impairment
Strategies for Working with Children
with Disabilities as a Regular
Classroom Teacher
Strategies for Working with Children
Who Are Gifted
Strategies for Using Time-Out
Strategies for Using Applied Behavior
Analysis to Change Behavior
Strategies for Effectively Using
Observational Learning
Strategies for Encouraging Students
to Be Self-Regulated Learners
Strategies for Helping Students Pay
Attention
Strategies for Helping Students Improve
Their Memory
Strategies for Helping Students Use
Strategies
Strategies for Helping Students Form
Concepts
Strategies for Improving Children’s

Thinking
Strategies for Making Good Decisions
for Yourself and Your Students
Strategies for Guiding Students
to Think More Creatively

185
188
190
192

202
208
229
233
241
247
260
274
288
300
307
310
314

Strategies for Improving Students’
Problem Solving
Strategies for Helping Students
Transfer Information
Strategies for Using Peer Tutoring

Strategies for Developing Students’
Team-Building Skills
Strategies for Structuring Group
Work
Strategies for Helping Struggling
Readers
Strategies for Incorporating Writing
into the Curriculum
Strategies for Teaching Mathematics
Strategies for Teaching Science
Strategies for Lecturing
Strategies for the Effective Use of
Questions
Strategies for Using Discovery and
Guided Discovery
Strategies for Using Learner-Centered
Instruction
Strategies for Choosing and Using
Technology in the Classroom
Strategies for Enhancing Student
Self-Determination and Choice
Strategies for Helping Students
Achieve Flow
Strategies for Creating a MasteryFocused Classroom Goal Structure
Strategies for Improving Students’
Self-Efficacy
Strategies for Helping Students
Conquer Procrastination

321

327
341
348
349
368
375
383
386
408
408
417
419
429
442
443
449
452
466

Strategies for Helping Students Overcome
Their Perfectionist Tendencies
Strategies to Reach the Uninterested
or Alienated
Strategies for a Good Beginning of
the School Year
Strategies for Increasing Academic
Learning Time
Strategies for Designing a Classroom
Arrangement
Strategies for Being an Effective

Classroom Manager
Strategies for Establishing Classroom
Rules and Procedures
Strategies for Guiding Students to
Share and Assume Responsibility
Strategies for Reducing Bullying
Strategies for Improving Students’
Test-Taking Skills
Strategies for Communicating Test
Results to Parents
Strategies for Writing Multiple-Choice
Items
Strategies for Scoring Essay
Questions
Strategies for Developing Scoring
Rubrics
Strategies for Parent-Teacher
Conferences Related to Grades
and Assessment

466
467
481
483
487
490
492
493
508
533

539
558
561
568

577


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Expert Consultants
Educational psychology has become an enormous, complex field, and no single author, or even several authors, can possibly keep up with the rapidly
changing content in the main areas of the field. To solve this problem, John Santrock sought the input of leading experts about content in many different areas of educational psychology. The experts provided detailed evaluations and recommendations for chapters or content in their areas of
expertise. The biographies and photographs of the experts, who literally are a Who’s Who in the field of educational psychology, follow.

Dale Schunk

Dr. Schunk is a leading expert on children’s learning and motivation in educational settings. He
is dean of education and professor of curriculum at the
University of North Carolina at Greensboro. He received his
Ph.D. from Stanford University and previously was a faculty
member at the University of Houston, the University of North Carolina
at Chapel Hill, and Purdue University (where he was head of the
Department of Educational Studies). Dr. Schunk has published over

ninety-five articles and chapters, is the author of Learning Theories: An
Educational Perspective (5th ed., 2008), coauthor with Paul Pintrich and
Judith Meece of Motivation in Education (3rd ed., 2008), and has edited
several books on education and self-regulation. His awards include the
Distinguished Service Award from Purdue University School of Education,
the Early Contributions Award in Educational Psychology from the
American Psychological Association, and the Albert J. Harris Research
Award from the International Reading Association.
“My overall evaluation is that these are excellent chapters (Chapter 7,
“Behavioral and Social Cognitive Approaches,” and Chapter 13, “Motivation,
Teaching, and Learning”) in an outstanding educational psychology text.
The chapters contain a nicely integrated mix of theory, research, and practice. Important topics are included, and topical coverage represents material
of greatest use to beginning teachers. The material is very clearly written
and liberally exemplified; the writing style and applications will be readily
comprehended by undergraduates. References are current and are excellent
sources for students to consult. I also like the way the text is personalized;
John Santrock presents the material as if he is talking directly to students.
Chapters are highly readable, engaging, and interesting. Organization
throughout the chapters is strong. I like the chapter organization around
connections: teaching, research, developmental, personal, diversity, and technology . . . The Learning Goals framework is very clear; it helps students
focus on the major points in the chapters. This is most helpful in educational
psychology because there is so much content to cover. . . . I highly recommend this text for course adoption.” –Dale  Schunk

Carolyn Evertson

Dr. Evertson is widely recognized
as one of the world’s leading experts in classroom management. She is professor of education Emerita at Peabody
College, Vanderbilt University, where she is also director of
COMP: Creating Conditions for Learning, a nationally disseminated program for helping teachers to become more effective classroom managers. Her program has provided classroom management
support for more than 70,000 teachers. Dr. Evertson obtained her Ph.D.

from the University of Texas at Austin and has published more than 100

articles and chapters on classroom management and supporting students’
social and academic learning in school environments. She has coauthored
two leading texts: Classroom Management for Elementary Teachers (8th ed.,
2009) and Classroom Management for Middle and High School Students
(8th ed., 2009). In addition, she coauthored (with Carol Weinstein) another
important text, the Handbook of Classroom Management (2006).
“This has been a particularly strong chapter in the past editions as well as
here. One of the author’s strong points is simplifying the complexities of
teaching without losing the important concept, thus demystifying the tasks
and ideas without dumbing down the content. Good job! Helping students
make the connections between teaching and learning in the classroom, students at different developmental levels, cultural diversity, the learning
materials, and so on, is a great organizational feature.” –Carolyn Evertson

Richard Mayer

Richard E. Mayer is professor of
psychology at the University of California, Santa Barbara
(UCSB), where he has served since 1975. He received a
Ph.D. in psychology from the University of Michigan in
1973 and served as a visiting assistant professor of psychology at Indiana University from 1973 to 1975. His research interests are
in educational and cognitive psychology. His current research involves
the intersection of cognition, instruction, and technology with a special
focus on multimedia learning and computer-supported learning. He is
past president of the Division of Educational Psychology of the American
Psychological Association, former editor of the Educational Psychologist
and former co-editor of Instructional Science, former chair of the UCSB
Department of Psychology, and the year 2000 recipient of the E. L.
Thorndike Award for career achievement in educational psychology.

Currently he is vice president for Division C (Learning and Instruction)
of the American Educational Research Association and is on the editorial
boards of twelve journals, mainly in educational psychology. In addition,
since 1981 he has served on a local school board in Goleta, California.
He is the author of more than 400 publications, including 25 books.
“. . . the chapters (Chapter 8, “The Information-Processing Approach”;
Chapter 9, “Complex Cognitive Processes”; and Chapter 11, “Learning and
Cognition in the Content Areas”) are well-written, well-organized, engaging, and fun to read. John Santrock provides many concrete examples from
classroom settings, which are intended to help the reader connect the material with practical teaching situations. He cites some up-to-date sources and
shows a broad knowledge of the field.” –Richard  Mayer

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Expert Consultants for Educational Psychology

Bill Howe

Dr. William A. Howe is the education consultant for multicultural education, gender equity, and civil
rights at the Connecticut State Department of Education.

He is the founder of the New England Conference on
Multicultural Education (NECME) and past president of the
National Association for Multicultural Education (NAME). He is on the
boards of several organizations, including the STEM National Advisory
Board, Advisory Board for Native Village, Asian Pacific American Coalition
of CT (APAC), University of Connecticut Asian American Studies Institute,
Advisory Board of Programs in International Educational Resources of
the Yale Center for International and Area Studies, Education Advisory
Committee for the Mashantucket Pequot Museum and Research Center,
Hartford Public Library Center for the Book and the editorial board of
Multicultural Perspectives, the official journal of the National Association
for Multicultural Education (NAME). Over the past fifteen years, Dr. Howe
has trained over 14,000 educators in multicultural education.
Dr. Howe is coauthoring a textbook on multicultural education and a
book of inspirational stories about teachers. He was a coauthor of the second edition of Handbook for Achieving Gender Equity through Education.
“I wish I had this kind of textbook when I took psych courses as an undergraduate. I remember pages of boring, dense text that induced sleep within
minutes of opening the book. John Santrock provides not only a lively and
interesting, but immensely useful text that should be a how-to manual on
every teacher’s bookshelf. I would have been a better beginning teacher had
I had this kind of resource. –Bill Howe

Karen Swan Karen Swan is the James J. Stukel
Distinguished Professor of Educational Leadership at the
University of Illinois–Springfield. Her research has focused
primarily on the general area of electronic media and learning, and she has authored over seventy journal articles and
book chapters in this area, as well as producing several hypermedia programs and co-editing two books on educational technology topics. Her
current research concerns online learning, and she has published and
presented extensively on learning effectiveness, interactivity, and the
development of online communities of inquiry. In recognition of such
efforts, she was awarded the Sloan-C award for Most Outstanding

Achievement in Online Learning by an Individual.
“The technology sections, which are now nicely and quite rightly integrated
into the text, are both relevant and current.” –Karen  Swan

James McMillan Dr. McMillan is one of the leading experts on educational assessment. He currently is professor and chair of the Department of Educational
Foundations at Virginia Commonwealth University and
director of the Metropolitan Educational Research Consortium, a university/public school partnership that conducts and
disseminates applied research. Dr. McMillan obtained his Ph.D. at
Northwestern University. He is the author of Classroom Assessment
(4th ed., 2007) and Assessment Essentials for Standards-Based Education
(2008), and coauthor of Research in Education (7th ed., 2010) and
Understanding and Evaluating Research (4th ed., 2010). He has published

extensively in leading educational journals, including Educational
Measurement, Educational Psychology, American Educational Research
Journal, and Psychological Measurement. Currently he is investigating
links between classroom assessment, grading practices, and student
motivation. For the past several years he also has been active in Virginia’s
state testing and accountability program.
“John Santrock’s text presents essential content in a student-friendly manner for undergraduate classes. I continue to be impressed with the thoughtful revisions that provide updated references and content where appropriate.”
–James  McMillan

Nancy DeFrates-Densch Dr. DeFrates-Densch
is an expert in translating theory into practice. She is currently an Instructor of Educational Psychology at Northern
Illinois University, where she has taught since 1991 and
from which she earned her doctoral degree in educational
psychology. She regularly provides in-service training for practicing
teachers and seminars for pre-service teachers regarding developmentally
appropriate classroom management practices and gifted learners. Her
research interests focus on academic motivation, and pre-service teacher

beliefs and attitudes.
“John Santrock’s Educational Psychology (5th ed.) provides a comprehensive overview of the field for undergraduate students. The research
presented in the text is an appropriate balance of current and classic. The
text is pedagogically sound and is student-friendly. It strikes a great balance among theory, research and practice, which will help students to
make that connection to their own teaching experiences.” –Nancy
DeFrates-Densch

Ken Kiewra Kenneth A. Kiewra is professor of educational psychology at the University of Nebraska–Lincoln.
He is a graduate of the State University of New York at
Oneonta and is certified in elementary and secondary
English education. Upon graduation, he taught third grade
in Miller Place, New York. Dr. Kiewra later earned his Ph.D. from Florida
State University and was also on the faculty at Kansas State University
and Utah State University. His research pertains to study strategies in
general and to the SOAR study method in particular. He has authored
numerous articles along with two books for students—Learning to Learn:
Making the Transition from Student to Life-Long Learner and Learn How
to Study and SOAR to Success—and one book for teachers—Teaching
How to Learn. Dr. Kiewra is the former director of the University of
Nebraska’s Academic Success Center and the former editor of Educational
Psychology Review.
“Thank you for inviting me to review John Santrock’s fifth edition of
Educational Psychology. It is an honor to do so. His many books are highly
visible and have made substantial contributions to the domain of educational
psychology and to the students and prospective teachers served. . . . Overall,
I found the two chapters (Chapter 8, “The Information-Processing Approach,”
and Chapter 9, “Complex Cognitive Processes”) that I reviewed clear, wellwritten, current, and informative. They are, in my opinion, good chapters that
especially strive to make important connections to teaching.” –Ken  Kiewra

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Preface

It is gratifying that the first four editions of Educational Psychology have been so well
received. Preparing the fifth edition has been both highly rewarding and challenging:
rewarding because I continue to learn so much more about educating students and
because the feedback from students and instructors has been consistently enthusiastic; a challenge because of the need to continue meeting or exceeding instructors’
expectations and keeping the material fresh and up to date.
One of my goals for each edition of Educational Psychology has been to write a
book that students say this about:
“I love this book.”
“I am using many of the ideas from my educational psychology text in my
teaching, and they are working great!”
“I teach in the inner city, and my educational psychology text is a great
resource for me. The focus on diversity and technology have been extremely
useful. I am enriched by the book.”
These comments come from Jennifer Holliman-McCarthy, Richard Harvell, and
Greg Hill, who have used this text in their educational psychology course and are
now public school teachers.
Another goal I have had for each edition of Educational Psychology has been to
write a book that instructors say this about:
“I wasn’t prepared to like this text. In general, ed psych texts are all too
predictable. While people claim to be innovative, in the end they are not.

In contrast, John Santrock’s text is a big WOW! His book is different.
It is written for the prospective teacher and not the future educational
psychologist.”
“Those who are not using Santrock have not seen it. Please communicate
my sincere enjoyment of this quality text to John Santrock.”
These comments come from educational psychology instructors Randy Lennon,
University of Northern Colorado, and Robert Brown, Florida Atlantic University–
Boca Raton. Such comments speak to the hallmarks of Educational Psychology: the
thorough connection of theory to practice, the emphasis on expert contributors
and cutting-edge research, and a time-tested learning system that permeate each
chapter.

CONNECTING THEORY AND PRACTICE
I’ve been teaching an undergraduate educational psychology course every year for a
number of years. Each year I ask the students to tell me what they like about the
course and the text, and what they think could be improved. I have incorporated
many of their suggestions in the text.
In talking with students, it became clear that they needed an explicit framework
for connecting theory and practice. Three aspects of Educational Psychology now
emphasize this connection: (1) “Teaching Connections: Best Practices and Strategies
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Preface

for . . . ,” (2) “Connecting with the Classroom: Crack the Case,” and (3) “Teaching
Stories.”
Teaching Connections: Best Practices and Strategies for . . .

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A feature formerly titled “Best Practices” that appears numerous times in each chapter is now titled “Teaching Connections: Best Practices and Strategies for . . . ” The
purpose behind Teaching Connections is to provide recommendations that students can use when they become teachers themselves. The feature includes many
new examples of “Best Practices and Strategies” in every chapter of the book. For
example, Chapter 8’s “Teacher Connections” feature focuses on the importance of
consolidation and reconsolidation in memory through variation on an instructional theme.
A special aspect of “Teaching Connections” is “Through the Eyes of Teachers,”
which is embedded in “Best Practices and Strategies,” presenting the strategies that
leading teachers—many of them award-winning—use related to the topic(s) discussed in text preceding the feature.
In addition, extensive examples of teaching appear throughout the text. Teaching
examples and strategies are embedded throughout the text. For virtually every main
topic, introduction of a new concept is followed by examples and strategies for best
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teaching practices.

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Connecting with the Classroom:

Crack the Case
Connecting with the Classroom: Crack the Case

The Fight
Many schools, including the one in which Miss Mahoney
teaches, emphasize character education as a strategy for preventing violence. The basic idea is to promote empathy among students and to disallow behaviors such as teasing, name-calling,
and threats of any kind. Miss Mahoney has included character
education in the curriculum of her fifth-grade class. However,
many of her students, especially the boys, continue to display
the very behaviors she is trying to eliminate.
Two students in Miss Mahoney’s class, Santana and Luke, are
on the same club soccer team and often get into verbal conflicts
with each other, although they appreciate each other’s talents
on the field. Tuesday night at practice, in violation of the team’s
rules, Santana told Luke that he “sucks.” Luke decides to let it
go. He doesn’t want Santana to suffer a one-game suspension,
recognizing Santana’s value to the team in light of facing a tough
opponent that weekend.
Thursday in class, Luke accuses Santana of stealing the cards
he was using to organize a project. Luke is very angry. Santana
also gets infuriated, claiming he did not steal them. He then finds
them on the floor and hands them to Luke. “Here’s your dumb
cards, Luke,” he says. “See? I didn’t steal them.”
In anger, Luke says, “Fine. Then how come they’re all crinkled? You know, I could beat you up, and maybe I just will.”
“Yeah, right. You and who else?” asks Santana with a sneer.
Two other boys working nearby overhear the altercation and
begin contributing their perspectives.
“Yeah, Santana, Luke would kick your rear,” says Grant.
“I think Santana would win,” chimes in Peter.
“Meet me at the park tomorrow after school, and let’s just

see!” demands Santana.
“No problem,” retorts Luke.
Thursday evening, they are both at soccer practice. Nothing
is said about the fight that is to take place the next day after
school.
Friday morning Santana’s mother calls Miss Mahoney to tell
her that Santana is afraid to come to school because Luke has
threatened to beat him up. Obviously, Miss Mahoney is concerned and realizes she must address the situation. Luke’s mother

also talks to the principal aboutt the
situation. However, all Santana’s
ntana’s
mother told either of them is that
at Luke
had threatened to beat up her son. She
didn’t know why and did not think
hink the reason mattered in the least. She wanted her son protected and
the other boy punished.
That morning, Luke’s mother was in the school for another
purpose. The principal stopped her to talk about the situation,
telling her that Santana had told his mother he was afraid to
come to school because Luke was going to beat him up. Luke’s
mother asked for more information. On hearing Santana’s side
of the story, which was simply that Luke had threatened him,
she told the principal that this didn’t sound right—that Luke was
impulsive enough that if he’d wanted to beat up Santana, he
probably would have just hit him, not planned a fight for a later
date. She wanted to talk to Luke before she jumped to any conclusions and asked that Miss Mahoney and the principal talk to
both of the boys and any other children involved.
Both Miss Mahoney and the principal did as Luke’s mother

asked. The story that came out is the one you read. They decided
that Luke should serve an in-school suspension the following day
and miss recess all week “because it is the third ‘incident’ we’ve
had with him this year.” Santana received no punishment and
walked away from the meeting grinning.
●
●

●
●

●

What are the issues in this case?
At what stage of moral development would you expect these
boys to be, based on the information you have? What predictions can you make regarding each boy’s sense of self and
emotional development?
What can you say about the boys’ mothers?
What do you think about the punishment that Luke received?
How would you have handled this situation?
What impact do you think this will have on the boys’ future
relationship? What impact on their attitudes toward school?

At the end of each chapter, a full-page case
study related to the chapter’s content
appears. The case study in this feature, titled
“Connecting with the Classroom: Crack the
Case,” provides students an opportunity to
apply what they have learned in the chapter
to a real-world teaching issue or problem.

At the end of the case study, a series of
questions—in some cases, PRAXISTM-type
multiple-choice items—are presented for
reflection and critical thinking. For example, the case study in Chapter 3’s “Connecting
with the Classroom” concerns a fight among
fifth graders.
Teaching Stories
Each chapter opens with a high-interest
teaching story that is linked to the chapter’s
content. Many of these stories were written
especially for this text by outstanding teachers. For example, Chapter 2 opens with
Donene Polson’s story about collaborative
learning in Washington Elementary School
in Salt Lake City, Utah.