Turning to age-related differences, studies in educational psychology typically address young age groups in the context of primary and/or secondary schooling.
In future work, we will extend our descriptions of constructs to include various academic emotions studied in educational psychology and conduct practical assessments of their validity and utility through an implementation of IMS.
Empirical studies in educational psychology find evidence that project learning has a positive impact on learning activities, effective performance, learning behavior, achievement motivation, as well as on the expression and refinement of learners' identities through collaborative efforts.
In addition to the literature on play, a second body of relevant research for designing our methodology is concerned with collaborative studies in educational settings.
Hunter, from her observational studies in educational settings within hospitals, has postulated that narratives may be a useful way for medical students to retain information [ 2].
Correlations of around 0.5 have been regularly cited as evidence of test validity, and as justification for the use of the tests in developmental studies, in educational and occupational selection and in research programs on sources of individual differences.
Choosing an adequate study methodology in educational research is not different from other type of research.
However, the relative homogeneity of the study population in educational attainment and socioeconomic status enhances the internal validity.
One famous study in the educational sector is TIMSS (Third International Mathematics and Science Study), where school achievement is compared internationally.
Demonstrable consequences of learners' habitual emotions on learning strategies and outcomes make them interesting objects of study in any educational system (Hascher 2010).
