Perspectives on Research in Instruction, Learning, and Cognition:

Focusing on Motivation and Learning Defined by Social Contexts

Abstract

  This article reviews research on instruction, learning, and cognition, with an emphasis on motivation and learning within social contexts. First, poster presentations from the 2024 annual meeting of the Japanese Educational Psychology Association were categorized. Second, recent research on learning within social contexts was examined in detail. The author discusses contextual effects, focusing on "learning with peers," "classroom (school) contexts," "contexts surrounding classrooms (schools)" and "family."

  Several studies addressed classroom contexts (e.g., classroom goal structures), while unique topics also emerged, such as the context surrounding classrooms, including club activities, psychological safety for teachers (e.g., teacher-parent relationships), and local communities. The article concludes by discussing its limitations and proposing future directions for educational psychology research in Japan.