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Abstract deadline
10 February 2021

Manuscript deadline
31 May 2021

Cover image - Educational Psychology: An International Journal of Experimental Educational Psychology

Educational Psychology: An International Journal of Experimental Educational Psychology

Special Issue Editor(s)

Ronnel B. KING, University of Macau
[email protected]

Ching-Sing CHAI, The Chinese University of Hong Kong
[email protected]

Hanke KORPERSHOEK, University of Groningen
[email protected]

Kelly-Ann ALLEN, Monash University and The University of Melbourne
[email protected]

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Learning, Teaching, and Well-being during COVID-19 and Beyond: Educational Psychology Perspectives (Part 1: Learning and Teaching; Part 2: Well-being)

The COVID-19 pandemic has had a significant impact on learning and teaching. School closures have been implemented in 188 countries upending learning and teaching of more than 1.7 billion students and their families (OECD, 2020). This represents 94% of the learners worldwide from pre-primary to higher education (United Nations, 2020). The deleterious effects of COVID 19 are immediately instantiated in potential learning loss (Kuhfield et al., 2020).

However, the pandemic has a long reach and may also affect other crucial outcomes (e.g., loss of motivation, disengagement from the school system, psychological well-being problems). Studies have shown that well-being problems and other mental health problems have tripled during the pandemic (Torales et al., 2020), and the deleterious effects of the pandemic are likely to apply to students and teachers.

Though the COVID-19 pandemic has caused the largest educational disruption in the recent memory, the psycho-educational impacts of the pandemic are still largely unknown. This Special Issue aims to use the educational psychology lens to understand the learning, teaching, and well-being implications of the pandemic as well as to provide evidence-based solutions to these key problems.

Educational psychology, as a scientific discipline, has a broad scope including cognitive, behavioural, affective, and social aspects of learning and teaching. Hence, it provides a rich intellectual tradition to help researchers, educators, and policymakers develop a useful body of knowledge on schooling during this crisis. Given that such crisis may be occurring more frequently, it seems necessary for educators and learners alike to leverage on technologies to minimize the disruptive effects and to build capacity for both on/offline teaching and learning.

This Special Issue will focus on three inter-related themes of learning, teaching, and well-being during the COVID-19 pandemic. A commentator will be asked to critique the papers in the Special Issue and to suggest directions for future research.

Part 1: Learning and Teaching

1. Learning in the context of the Covid-19 pandemic:

  • Motivation
  • Engagement
  • Emotions
  • Blended learning, remote learning, flipped learning
  • ICT technologies and student learning
  • Student beliefs, attitudes, and cognitions

2. Teaching in the context of the COVID-19 pandemic:

  • Teacher instructional strategies
  • Teacher motivational styles
  • Teacher motivation
  • Teacher engagement
  • Teacher beliefs, attitudes, and cognitions
  • Teaching in online and offline contexts
  • ICT skills of teachers

Part 2: Well-being

3. Well-being among students, teachers, and other educational stakeholders:

  • Student well-being
  • Teacher well-being
  • Well-being of other educational stakeholders
  • Mental health in educational contexts
  • Psychological well-being

Looking to Publish your Research?

We aim to make publishing with Taylor & Francis a rewarding experience for all our authors. Please visit our Author Services website for more information and guidance, and do contact us if there is anything we can help with!

Submission Instructions

This Special Issue welcomes manuscripts (concept and review papers as well as empirical studies utilizing quantitative, qualitative, or mixed methods) that address the impact of COVID-19 on learning and teaching during COVID 19 (and beyond) using the lens of core educational psychology theories/constructs. The papers should meet the following criteria:

  • Is theoretically driven going beyond simple description
  • Uses methodologically rigorous approaches
  • Has strong educational and practical significance not only during COVID-19 but also beyond the pandemic

Abstract Submission

Interested authors are invited to submit their abstracts online c/o Educational Psychology to the Guest Editors of the Special Issue by email: [email protected]. Please entitle the email subject as ‘Abstract Submission: Special Issue on Learning, Teaching, and Well-being during COVID-19 and Beyond: Educational Psychology Perspectives (Part 1 or Part 2)’.

For submissions intended for Part 1: Teaching and Learning, please address to Dr. Ronnel B. KING, Prof. Ching-Sing CHAI, and Prof. Hanke KORPERSHOEK; if submitting to Part 2: Well-being, please address to Dr. Ronnel B. KING, Prof. Ching-Sing CHAI, and Dr. Kelly-Ann ALLEN.

Please note that the deadline for abstract submission is 10 February, 2021.

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