In its vision for the future of education in 2030, the Organization for Economic Co-operation and Development (OECD, 2018) views essential learner qualities as: acquisition of skills to embrace complex challenges and the development of the person as a whole, valuing common prosperity, sustainability and wellbeing. Pedagogical advancements are being proposed and implemented to try and get students closer to consistently having these qualities. 

OECD 2030 Academic Achievement Outlook

An academic goal is an aspiration or desired outcome related to educational advancement. It involves the knowledge acquired, skills mastered, and projects completed by a student in an educational setting.

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- Intelligence
- Cognitive Development
- Motivation
- Self-Regulation
- Self-Concept
- Study Habits
- Student Diversity
- Learning Science
- Learning Disabilities
- Physical Development
- Memory
- Knowledge
- Levels of Education
- Academic Anxiety
- Academic Goals & Achievement 

Focuses of Educational Psychology

A goal is a desired outcome that an individual is aiming to achieve.  It is what the goal is trying to achieve. A goal can be either:
- Intrinsic
- Extrinsic

Goal

Intelligence is a complex cognitive characteristic involving the capacity to acquire and apply knowledge and skills. It enables individuals to reason, solve problems, plan, and adapt to new situations using logic, understanding, and creativity. Numerous theories have been developed to explain its nature, such as Sternberg's triarchic theory and Gardner's proposal that intelligence comprises multiple factors. Other perspectives also emphasize the significance of emotional intelligence.

Intelligence

A person's own perception or evaluation of themselves, includes feelings, attitudes, behaviors, desires, and judgements that one considers to be characteristic of themselves.

Self-Concept

Understanding or awareness of something or the sum total of one's understanding/awareness of all things.

Knowledge

Information and knowledge encoded into the brain to be retrieved 

Memory

Motivation

How personality affects an individual's behavior in an educational setting, thereby influencing their learning experience.

Personality Psychology in Education

Learning science an interdisciplinary field that works to further our understanding of learning as well as to engage in the design and implementation of learning innovations. Contributing fields include cognitive science, computer science, educational psychology, anthropology, and applied linguistics. 

Learning Science

Learning disabilities are cognitive disorders that impact specific areas of cognition, such as language or reading. They are classified as specific neurological impairments, distinguishing them from global intellectual or developmental disabilities. A key characteristic is that they often affect individuals with average to above-average intelligence, meaning the disability is confined to a particular cognitive area and is not an indicator of overall intellectual capability.

Learning Disabilities

The levels of education indicate how rigorous a curriculum is. Students start at the lower levels and move up as they graduate from each level.
- Higher level
- Secondary level 
- Basic education

Levels of education

Self-regulation, also known as willpower, is the process of identifying one or more goals and using internal feedback (such as thoughts and affect) and external feedback (such as responses from the environment) to maximize the attainment of those goals. It is often associated with the ability to delay gratification.

Self-Regulation

The demographics of a group of students. The more varried the demographics are, the more diverse the group is.

Student Diversity

Cognitive development refers to the changes in an individual's mental processes. This domain includes the development of learning, attention, memory, language abilities, thinking, reasoning skills, and creativity.

Cognitive Development

A person's overall subjective evaluation on their worth, and how they feel about the evaluation. Those with high self esteem tend to feel hopeful, and those with low self esteem tend to feel hopeless and withdraw. Typically either a positive or negative evaluation of traits, abilities, etc.

Self-Esteem

Physical development is the sense of students’ health needs related to their age or maturity and the foundation of many academic tasks. 

* For Example:
- Successfully manipulate a pencil
- How long they can sit still without discomfort

Physical Development in Students

 “The acquisition of knowledge and skill through active help and support among status equals or matched companions”

Peer Learning

The learner’s dictionary defines study as “ the mental effort to obtain knowledge.” This means that studying is essentially the “art of learning” which can help the individual not just obtain information but also the habit and skill to study. Habit on the other hand is defined as “ a pattern of activity which through repetition, has been learned to the point that it has become automatic and can be carried on with a minimum of conscious effect.”


Study Habits

Academic Anxiety is the feelings of concern, worry, and dread associated with academic settings and tasks. Assignments, tests, exams, subjects, and societal pressures (parents, peers, instructors, etc.) are all factors in academic anxiety. There will usually be noticeably high areas of concern in the following areas: physiological, cognitive, behavioral, and (occasionally) social. 

Academic Anxiety 

Academic Goal

Goals with an "outward" orientation - meaning they are concerned with extrinsic manifestations of worth rather than fulfilling innate need satisfaction  (Williams, Cox, Hedberg, & Deci, 2000; Fromm, 1976; Van Boven & Gilovich, 2003). In SDT, they include:
- wealth 
- fame
- image
- physical appearance 

Extrinsic goals

Leads to the direct satisfaction of psychological needs (R. M. Ryan & Deci, 2000a, 2000b). In SDT, they include:
- personal growth
- relationships/affiliation
- community contribution
- health

Intrinsic goals

Intrinsic goal framing will work well with (benefits) intrinsically oriented people, while extrinsic goal framing works well with (benefits) extrinsic oriented people (Hidi & Harackiewicz, 2000; Sagiv & Schwartz, 2000). There is strong evidence that this is not the case (in learning intrinsic framing consistently works better regardless of the students' goal orientation). 

The Match Hypothesis

S.M.A.R.T. goals serve as a structured framework to help individuals set and achieve their main objectives (i.e., goals). Below lists what each letter means:
- S - Specific 
- M - Measurable
- A - Achievable
- R - Relevant
- T - Time-bound

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