Please check the examination details below before entering your candidate information
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
Thursday 8 May 2025
Morning (Time: 1 hour 45 minutes) Paper
reference 1PS0/01
Psychology
PAPER 1
You do not need any other materials. Total Marks
, SECTION A
Development – How did you develop?
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 Identify two findings from Gunderson et al. (2013).
A Boys received more process praise than girls.
B Praise of any type was on average 8% of all utterances by parents.
C Person praise at 14–38 months was significantly correlated to children’s
entity (fixed) motivational framework at 7–8 years old.
D Boys received more person and other praise than girls.
E Process praise at 14–38 months was significantly correlated to incremental
(malleable) motivational framework at 7–8 years old.
(Total for Question 1 = 2 marks)
2 Describe the difference between the conventional and post-conventional stages of
morality.
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
(Total for Question 2 = 2 marks)
2
*P78772A0240*
, DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
BLANK PAGE
*P78772A0340*
QUESTION 3 BEGINS ON THE NEXT PAGE.
3
Turn over
, 3 Alessia is a teacher at a school and is trying to help students learn a new concept in
science class.
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
Alessia split her students into three groups to see who would learn the new concept
the most effectively.
• Group 1 – the students were asked to do a very easy task about the new concept,
with only very simple activities included.
• Group 2 – the students were asked to do a reasonably difficult task about the new
concept, with some slightly more challenging activities included.
• Group 3 – the students were asked to do a very hard, complex task about the new
concept, with only extremely challenging activities included.
Alessia asked her students to do the activities in their groups over the course of a
week during lessons. At the start and the end of the week the students took the same
test about the new science concept.
Alessia wanted to make some conclusions about how the tasks given affected the
students’ performance in the test.
Figure 1 shows the average performance of the three groups at the start and the end
of the week.
A comparative bar chart to show the average test performance (%)
on the new science concept at the start and the end of the week
100
90
80
70
Average test 60
performance (%)
50
40
30
20
10
0
Start of the week End of the week
Time of test
Key
Group 1 Group 2 Group 3
Figure 1
4
*P78772A0440*
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel Level 1/Level 2 GCSE (9–1)
Thursday 8 May 2025
Morning (Time: 1 hour 45 minutes) Paper
reference 1PS0/01
Psychology
PAPER 1
You do not need any other materials. Total Marks
, SECTION A
Development – How did you develop?
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 Identify two findings from Gunderson et al. (2013).
A Boys received more process praise than girls.
B Praise of any type was on average 8% of all utterances by parents.
C Person praise at 14–38 months was significantly correlated to children’s
entity (fixed) motivational framework at 7–8 years old.
D Boys received more person and other praise than girls.
E Process praise at 14–38 months was significantly correlated to incremental
(malleable) motivational framework at 7–8 years old.
(Total for Question 1 = 2 marks)
2 Describe the difference between the conventional and post-conventional stages of
morality.
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ ................ . . . . . . . . . . . . . . . . . . . .
(Total for Question 2 = 2 marks)
2
*P78772A0240*
, DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
BLANK PAGE
*P78772A0340*
QUESTION 3 BEGINS ON THE NEXT PAGE.
3
Turn over
, 3 Alessia is a teacher at a school and is trying to help students learn a new concept in
science class.
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
Alessia split her students into three groups to see who would learn the new concept
the most effectively.
• Group 1 – the students were asked to do a very easy task about the new concept,
with only very simple activities included.
• Group 2 – the students were asked to do a reasonably difficult task about the new
concept, with some slightly more challenging activities included.
• Group 3 – the students were asked to do a very hard, complex task about the new
concept, with only extremely challenging activities included.
Alessia asked her students to do the activities in their groups over the course of a
week during lessons. At the start and the end of the week the students took the same
test about the new science concept.
Alessia wanted to make some conclusions about how the tasks given affected the
students’ performance in the test.
Figure 1 shows the average performance of the three groups at the start and the end
of the week.
A comparative bar chart to show the average test performance (%)
on the new science concept at the start and the end of the week
100
90
80
70
Average test 60
performance (%)
50
40
30
20
10
0
Start of the week End of the week
Time of test
Key
Group 1 Group 2 Group 3
Figure 1
4
*P78772A0440*
