Educational psychology plays a crucial role in helping us understand the processes of learning by applying psychological theories and research to educational settings. Here are some ways in which educational psychology contributes to our understanding of learning processes:


1. Learning Theories: Educational psychologists study and apply various learning theories, such as behaviorism, cognitivism, constructivism, and social learning theory, to understand how individuals acquire knowledge, skills, and behaviors.


2. Cognitive Processes: Educational psychology examines cognitive processes involved in learning, such as attention, memory, problem-solving, and decision-making, to shed light on how students process information and acquire new knowledge.


3. **Developmental Psychology:** Understanding principles of developmental psychology helps educational psychologists comprehend how learning changes with age and maturation, and how educational strategies can be tailored to different developmental stages.


4. Motivation and Engagement: Educational psychology explores factors that influence motivation, engagement, and persistence in learning, including intrinsic and extrinsic motivators, goal-setting, self-efficacy, and the impact of emotions on learning outcomes.


5. Assessment and Evaluation: Educational psychologists develop and analyze assessment tools to measure learning outcomes, evaluate instructional effectiveness, and provide feedback to improve teaching and learning practices.


6. Individual Differences: Educational psychology considers individual differences in learning styles, abilities, interests, and background to design personalized learning experiences that cater to diverse student needs.


7. Classroom Management: By studying principles of classroom management, educational psychologists identify effective strategies for creating supportive and inclusive learning environments that optimize student learning and well-being.


Overall, educational psychology provides valuable insights into the processes of learning by examining psychological principles, empirical research, and practical applications to enhance teaching practices, curriculum development, and student outcomes in educational settings.

• Abdulaziz Albandar

It appears there might be a confusion in the author's name as George Reese is not typically associated with the concept of Productive Struggle in Learning. However, the concept of productive struggle in learning is widely recognized in educational psychology and pedagogy. Here is an overview of productive struggle in learning:

### Productive Struggle in Learning:
Productive struggle refers to the process through which learners engage in challenging tasks or problems that require effort, critical thinking, and perseverance to overcome obstacles. The concept emphasizes the importance of allowing students to grapple with complex ideas and tasks, encouraging them to persist through difficulties and develop essential problem-solving skills. Key aspects of productive struggle include:

1. **Critical Thinking:** Productive struggle promotes critical thinking skills by prompting students to analyze problems, seek alternative solutions, and evaluate different approaches to reach a resolution.

2. **Resilience and Perseverance:** By navigating through challenging tasks, learners develop resilience, perseverance, and a growth mindset that empowers them to overcome setbacks and persist in the face of difficulties.

3. **Deep Learning:** Engaging in productive struggle fosters deep learning as students actively construct meaning, connect new concepts with prior knowledge, and develop a deeper understanding of the subject matter.

4. **Metacognitive Awareness:** Productive struggle encourages metacognitive awareness as students reflect on their learning process, identify strategies that work best for them, and adapt their approaches based on feedback and self-assessment.

5. **Autonomy and Independence:** Allowing students to experience productive struggle promotes autonomy and independence in learning, empowering them to take ownership of their education and develop self-regulation skills.

### George Reese and Productive Struggle:
As the concept of productive struggle is more broadly discussed and explored in educational literature, it may not be directly associated with George Reese, who is not a prominent figure in this area of research. Nevertheless, the principles of productive struggle align with theories of meaningful learning, cognitive psychology, and educational practices that emphasize the value of challenge, effort, and reflection in the learning process.

Incorporating opportunities for productive struggle in education can enhance student engagement, promote deeper understanding, and cultivate essential skills for lifelong learning and problem-solving. By encouraging students to grapple with challenging tasks in a supportive learning environment, educators can foster growth, resilience, and academic success in their learners.

• Abdulaziz Albandar

Educational Psychology helps us understand a student's traits, their past experiences and how they react to different situations. Through this we can develop learning processes that best meet their needs.
Taking a constructivist approach, it is believed that new knowledge can only be added on to and understood in terms of existing knowledge that one has (Cherry, 2022) so for a student to understand how their emotions effect their actions for examples, they would base this off of the knowledge they already have about emotions from which they personally experienced or experienced through others.

https://www.verywellmind.com/what-is-educational-psychology-2795157#:~:text=By%20understanding%20how%20children%20think,aimed%20at%20certain%20age%20groups.

• Chynna Monica Chung

1)өнімді күресті баспалдақ метафорасымен түсіндірді. Яғни, бұл дегеніміз, студенттерге түбегейлі шешім қабылдау үшін оларға біз көрсететін тірек көздері мен ақпарт негіздері болып табылады. Біздің тарапымыыздан қолдау көп болған сайын, керісінше студенттер үшін бұл керексіз зиян болу мүмкін. осыдан келіп шығып олар күйзеліске де түсуі мүмкін. Сол үшін өнімді күресте студенттер үшін керекті, қолдананысқа ие тапсырмаларды ғана табу керек. Бастапқы дұрыс бағытты бере алсақ, студенттер оны ары ұарай дұрыс шешім қабылдауға өздері қолданатын болады.
Джордж Риз қорапты бүктеу арқылы мысал келтіріп түсіндірді.
2)Сандық психологияны қоюға болатын негізгі мақсат ол шекті бағалау. Студенттердің қажеттіліктерін дұрыс түсінбей, біз оларға дұрыс жіктеу бере алмаймыз. Біз оларға не көрестеміз олар сол сәтте болады немесе болмайды. Сол үшін жіктеуді дұрыс талдамасақ, одан болатын дұрыс әсері де кері ісері де болады. Осы кері әсерлерін жою мақсатта немесе түзету мақсатта эмпирикалық зерттеу жұмыстарын жүргіземіз, яғни бағалауға тоқталып өтуге болады. Бағалау арқылы студенттер жақсы мен жаман затты айыратын болады.


https://www.coursera.org/learn/learning-knowledge-human-development/peer/QYjpi/essential-peer-reviewed-update-4/submit

• Ainur Aibassova

1)өнімді күресті баспалдақ метафорасымен түсіндірді. Яғни, бұл дегеніміз, студенттерге түбегейлі шешім қабылдау үшін оларға біз көрсететін тірек көздері мен ақпарт негіздері болып табылады. Біздің тарапымыыздан қолдау көп болған сайын, керісінше студенттер үшін бұл керексіз зиян болу мүмкін. осыдан келіп шығып олар күйзеліске де түсуі мүмкін. Сол үшін өнімді күресте студенттер үшін керекті, қолдананысқа ие тапсырмаларды ғана табу керек. Бастапқы дұрыс бағытты бере алсақ, студенттер оны ары ұарай дұрыс шешім қабылдауға өздері қолданатын болады.

Джордж Риз қорапты бүктеу арқылы мысал келтіріп түсіндірді.

2)Сандық психологияны қоюға болатын негізгі мақсат ол шекті бағалау. Студенттердің қажеттіліктерін дұрыс түсінбей, біз оларға дұрыс жіктеу бере алмаймыз. Біз оларға не көрестеміз олар сол сәтте болады немесе болмайды. Сол үшін жіктеуді дұрыс талдамасақ, одан болатын дұрыс әсері де кері ісері де болады. Осы кері әсерлерін жою мақсатта немесе түзету мақсатта эмпирикалық зерттеу жұмыстарын жүргіземіз, яғни бағалауға тоқталып өтуге болады. Бағалау арқылы студенттер жақсы мен жаман затты айыратын болады.

• Ainur Aibassova

1)өнімді күресті баспалдақ метафорасымен түсіндірді. Яғни, бұл дегеніміз, студенттерге түбегейлі шешім қабылдау үшін оларға біз көрсететін тірек көздері мен ақпарт негіздері болып табылады. Біздің тарапымыыздан қолдау көп болған сайын, керісінше студенттер үшін бұл керексіз зиян болу мүмкін. осыдан келіп шығып олар күйзеліске де түсуі мүмкін. Сол үшін өнімді күресте студенттер үшін керекті, қолдананысқа ие тапсырмаларды ғана табу керек. Бастапқы дұрыс бағытты бере алсақ, студенттер оны ары ұарай дұрыс шешім қабылдауға өздері қолданатын болады.
Джордж Риз қорапты бүктеу арқылы мысал келтіріп түсіндірді.
2)Сандық психологияны қоюға болатын негізгі мақсат ол шекті бағалау. Студенттердің қажеттіліктерін дұрыс түсінбей, біз оларға дұрыс жіктеу бере алмаймыз. Біз оларға не көрестеміз олар сол сәтте болады немесе болмайды. Сол үшін жіктеуді дұрыс талдамасақ, одан болатын дұрыс әсері де кері ісері де болады. Осы кері әсерлерін жою мақсатта немесе түзету мақсатта эмпирикалық зерттеу жұмыстарын жүргіземіз, яғни бағалауға тоқталып өтуге болады. Бағалау арқылы студенттер жақсы мен жаман затты айыратын болады.

• Ainur Aibassova

Educational psychology helps us understand learning processes in several key ways:

Cognitive Development: Theories by Piaget and Vygotsky explain how learners progress through stages and the importance of social interaction in learning.

Behaviorism: Focuses on how environmental stimuli shape learning behaviors through reinforcement and punishment.

Constructivism: Emphasizes active engagement and the construction of meaning, where learners build their own understanding through experiences.

Metacognition: Highlights the importance of self-awareness and regulation in learning, teaching strategies for planning, monitoring, and evaluating one's own learning.

Motivation: Examines intrinsic and extrinsic motivation, showing how autonomy, competence, and relatedness can enhance engagement and learning outcomes.

Productive Struggle: Illustrates how overcoming challenges can lead to deeper understanding, emphasizing the need for appropriately scaffolded challenges.

Individual Differences: Accounts for variability among learners, guiding personalized learning experiences.

Social and Emotional Aspects: Considers the influence of relationships, emotions, and social contexts on learning, highlighting the role of observation and modeling.

• Tri Huynh

Educational psychology, in particular Vygotsky notions on Social Cognitivism, offers the opportunity to have a more comprehensive and researched-based framework for learning processes.
For instance, the notion of “productive struggle” allows a parallelism with Vygotsky’s notion of the Zone of Proximal Development (ZPD), which is meant as the level of challenge /zone at which learning can happen (by not being too easy, leading to boredom, nor too difficult, leading to frustration). Educators should be able to provide a culture in which the ZPD can happen to allow effective learning.

The notion of “productive struggles” represents a tool thanks to which educators can provide a rightly challenging and inclusive environment for students to learn effectively.
In fact, by encouraging a culture of collaboration including asking the right questions (i.e. “What are you trying to do”, “What have you tried already”, “what would happen if..”), peer iteration, and perseverance, “productive struggle” encourages the independence of learners to prevent frustration, develops a growth mindset to trust the learner’s own abilities as examinable and improvable and supports recognizing emotional response to both failure and success.

• Alessia Porazzi

it is interesting that you pointed that educator could use the notion of productive struggles to improve student learning. it is importance in learning environment to perceive a struggle as a challenge. Educators should consider to create such learning environment. In stead of give up in learning when students experience some struggle, they could perceive it as challenge and try to find ways to carry off the situation.

• Gamolnaree Laikram

Motivation, persistence, and scaffolded support through targeted explanatory feedback are key elements of productive struggle in learning. Furthermore, motivation for productive struggle requires a “growth mindset;” the understanding that success is a result of effort more than of raw ability. Productive struggle is fostered through what psychologists have termed desirable difficulties; challenges that compel the learner to repeatedly retrieve information over time, thereby strengthening long-term memory for flexible transfer of the information to a new contexts.

• Syrel Quidem

I totally agree with those three factors that support productive struggle you pointed. motivation and persistence are very important in term of struggle students have to have some motivation to crossover their difficulty, and they have to be persistent to maintain their motivation or coping strategies.

• Gamolnaree Laikram

Productive Struggle can be described as learning process in which students expend effort to grapple with perplexing problems or make sense of challenging ideas, they engage in a process of productive struggle—effortful practice that goes beyond passive reading, listening, or watching—that builds useful, lasting understanding and skills.
Struggling learners are students who encounter difficulties in their learning journey for various reasons, such as a lack of foundational knowledge or skills, executive functioning challenges, attention and focus issues, and emotional and behavioural difficulties.

(https://dasint.org.sg/learning-differently/learning-differently-s/struggling-learners#:~:text=Struggling%20learners%20are%20students%20who,and%20emotional%20and%20behavioural%20difficulties

• Thaliya Thahseen U Thaliya