WGU Educational
Psychology 2026 | Study
Guide, Practice Questions,
Answers, Rationales &
Exam Review
Updated Questions and Answers
100% Verified Exam Prep and Comprehensive
Rationales
Included
,decentration (Piaget) ability to think of more than one quality at a time
Social Development Theory Vygotsky
Educational Psychology a branch of psychology that is concerned with understanding and improving how
students acquire a variety of capabilities through formal instruction in classroom
settings.
uses theory and research to understand the factors that affect teaching and learning
How Will Learning about Educational Psychology Help You teaching is a complex enterprise, research can inform teachers, and professional
be a Better Teacher? coursework contributes to competence
5 characteristics of scientific observation sampling, control, objectivity, publication, and replication
"Teaching as an art" involves... beliefs, emotions, values, and flexibility
"Teaching as a science" means... Research provides a scientific basis for "artistic" teaching
"Teaching as an Artistic Scholar" combines science and art theories
4 steps of Teaching as Inquiry 1: ask useful questions
2: gathering data
3: reflecting on (analyzing) what you have learned
4: taking action
Characteristics of being a flexible teacher (Wasserman) 1. ability to improvise and modify
2. know when to take advantage of an unexpected event
3. communication emotions and interests in a variety of ways (classroom
management)
4. willingness and resourcefulness to work around impediments not of your own
doing (interruptions, poor-quality textbooks, inadequate facilities, etc.)
1. Identify and explain Erikson's psychosocial stages, with Trust Versus Mistrust (Birth to One Year)
specific attention on those stages that occur from preK to
the end of high school. Autonomy Versus Shame and Doubt (Two to Three Years; Preschool)
Initiative Versus Guilt (Four to Five Years; Preschool to Kindergarten)
Industry Versus Inferiority (Six to Eleven Years; Elementary to Middle School)
Identity Versus Role Confusion (Twelve to Eighteen Years; Middle Through High
School)
Intimacy Versus Isolation (Young Adulthood)
Generativity Versus Stagnation (Middle Age)
Integrity Versus Despair (Old Age)
, 2. Identify at least 3 strategies to help students develop a Set them up to be successful!
sense of industry (you may also refer to chapter 13, and *base grades on realistic and attainable standards that are worked out ahead of
don't forget to read the "Suggestions for Teaching!"). time and communicated to the students
*providing clear expectations as to what students should be able to do after a unit of
instruction
*designing lessons that are logical and meaningful
*using teaching methods that support effective learning processes
3. Explain Marcia's 4 identity statuses. 1. identity diffusion
crisis: not yet commitment: weak
Not self-directed; disorganized, impulsive, low self-esteem, alienated from parents;
avoids getting involved in schoolwork and interpersonal relationships.
2. foreclosure
crisis: not yet Commitment: strong
Close-minded, authoritarian, low in anxiety; has difficulty solving problems under
stress; feels superior to peers; more dependent on parents and other authority
figures for guidance and approval than in other statuses.
3. moratorium
crisis: partially experienced commitment: weak
Anxious, dissatisfied with school; changes major often, daydreams, engages in
intense but short-lived relationships; may temporarily reject parental and societal
values.
4. identity achievement
crisis: fully experienced commitment: strong
Introspective; more planful, rational, and logical in decision making than in other
identity statuses; high self-esteem; works effectively under stress; likely to form
close interpersonal relationships. Usually the last identity status to emerge. Occurs
over many years (10 or more) and only a small percentage of individuals will make it
here.
Middle schoolers: most aren't in any category yet, those few who are usually in
diffusion or foreclosure.
Adolescents: stages ranked by adjustment- identity achievement,
moratorium/foreclosure, diffusion
6. Identify the role of social interaction and instruction in Piaget: children are more likely to discuss, analyze, and debate with other children
cognitive development. Compare and contrast Piaget's than adults. Needing to understand another's point of view helps create new, more
and Vygotsky's beliefs concerning these roles. complex mental schemes.
Vygotsky:
8. Give two examples of technology applied to Piaget and Piaget:
two examples of technology applied to Vygotsky. microworlds- Virtual learning allows students to engage environments and
collaborate with people not otherwise accessible
Vygotsky:
within technological environments, children can support each other's learning, and
the scaffolding that occurs in such environments supports learners cognitively,
affectively, and technologically
multi-user virtual environments (MUVEs)
telementoring
9. Explain and contrast Piaget's morality of constraint and morality of constraint- younger children, rules come from authorities above them
morality of cooperation.
morality of cooperation- rules created by mutual agreement/social contracts
Psychology 2026 | Study
Guide, Practice Questions,
Answers, Rationales &
Exam Review
Updated Questions and Answers
100% Verified Exam Prep and Comprehensive
Rationales
Included
,decentration (Piaget) ability to think of more than one quality at a time
Social Development Theory Vygotsky
Educational Psychology a branch of psychology that is concerned with understanding and improving how
students acquire a variety of capabilities through formal instruction in classroom
settings.
uses theory and research to understand the factors that affect teaching and learning
How Will Learning about Educational Psychology Help You teaching is a complex enterprise, research can inform teachers, and professional
be a Better Teacher? coursework contributes to competence
5 characteristics of scientific observation sampling, control, objectivity, publication, and replication
"Teaching as an art" involves... beliefs, emotions, values, and flexibility
"Teaching as a science" means... Research provides a scientific basis for "artistic" teaching
"Teaching as an Artistic Scholar" combines science and art theories
4 steps of Teaching as Inquiry 1: ask useful questions
2: gathering data
3: reflecting on (analyzing) what you have learned
4: taking action
Characteristics of being a flexible teacher (Wasserman) 1. ability to improvise and modify
2. know when to take advantage of an unexpected event
3. communication emotions and interests in a variety of ways (classroom
management)
4. willingness and resourcefulness to work around impediments not of your own
doing (interruptions, poor-quality textbooks, inadequate facilities, etc.)
1. Identify and explain Erikson's psychosocial stages, with Trust Versus Mistrust (Birth to One Year)
specific attention on those stages that occur from preK to
the end of high school. Autonomy Versus Shame and Doubt (Two to Three Years; Preschool)
Initiative Versus Guilt (Four to Five Years; Preschool to Kindergarten)
Industry Versus Inferiority (Six to Eleven Years; Elementary to Middle School)
Identity Versus Role Confusion (Twelve to Eighteen Years; Middle Through High
School)
Intimacy Versus Isolation (Young Adulthood)
Generativity Versus Stagnation (Middle Age)
Integrity Versus Despair (Old Age)
, 2. Identify at least 3 strategies to help students develop a Set them up to be successful!
sense of industry (you may also refer to chapter 13, and *base grades on realistic and attainable standards that are worked out ahead of
don't forget to read the "Suggestions for Teaching!"). time and communicated to the students
*providing clear expectations as to what students should be able to do after a unit of
instruction
*designing lessons that are logical and meaningful
*using teaching methods that support effective learning processes
3. Explain Marcia's 4 identity statuses. 1. identity diffusion
crisis: not yet commitment: weak
Not self-directed; disorganized, impulsive, low self-esteem, alienated from parents;
avoids getting involved in schoolwork and interpersonal relationships.
2. foreclosure
crisis: not yet Commitment: strong
Close-minded, authoritarian, low in anxiety; has difficulty solving problems under
stress; feels superior to peers; more dependent on parents and other authority
figures for guidance and approval than in other statuses.
3. moratorium
crisis: partially experienced commitment: weak
Anxious, dissatisfied with school; changes major often, daydreams, engages in
intense but short-lived relationships; may temporarily reject parental and societal
values.
4. identity achievement
crisis: fully experienced commitment: strong
Introspective; more planful, rational, and logical in decision making than in other
identity statuses; high self-esteem; works effectively under stress; likely to form
close interpersonal relationships. Usually the last identity status to emerge. Occurs
over many years (10 or more) and only a small percentage of individuals will make it
here.
Middle schoolers: most aren't in any category yet, those few who are usually in
diffusion or foreclosure.
Adolescents: stages ranked by adjustment- identity achievement,
moratorium/foreclosure, diffusion
6. Identify the role of social interaction and instruction in Piaget: children are more likely to discuss, analyze, and debate with other children
cognitive development. Compare and contrast Piaget's than adults. Needing to understand another's point of view helps create new, more
and Vygotsky's beliefs concerning these roles. complex mental schemes.
Vygotsky:
8. Give two examples of technology applied to Piaget and Piaget:
two examples of technology applied to Vygotsky. microworlds- Virtual learning allows students to engage environments and
collaborate with people not otherwise accessible
Vygotsky:
within technological environments, children can support each other's learning, and
the scaffolding that occurs in such environments supports learners cognitively,
affectively, and technologically
multi-user virtual environments (MUVEs)
telementoring
9. Explain and contrast Piaget's morality of constraint and morality of constraint- younger children, rules come from authorities above them
morality of cooperation.
morality of cooperation- rules created by mutual agreement/social contracts
