Editing Education (section)

=== Psychological ===
On a psychological level, relevant factors include [[motivation]], [[Human intelligence|intelligence]], and personality.<ref>{{harvnb|Bartlett|Burton|2007|pp=96–97}}</ref> Motivation is the internal force propelling people to engage in learning.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|p=107}} |2={{harvnb|Weiner|2000|pp=314–316}} |3={{harvnb|Helms|2006|loc=[https://www.encyclopedia.com/management/encyclopedias-almanacs-transcripts-and-maps/motivation-and-motivation-theory Motivation and Motivation Theory]}} }}</ref> Motivated students are more likely to interact with the content to be learned by participating in classroom activities like discussions, resulting in a deeper understanding of the subject. Motivation can also help students overcome difficulties and setbacks. An important distinction lies between intrinsic and extrinsic motivation. Intrinsically motivated students are driven by an interest in the subject and the learning experience itself. Extrinsically motivated students seek external rewards such as good grades and recognition from peers. Intrinsic motivation tends to be more beneficial, leading to increased creativity, engagement, and long-term commitment.<ref>{{multiref |1={{harvnb|Meece|Blumenfeld|Hoyle|1988|pp=[https://doi.org/10.1037/0022-0663.80.4.514 514–515]}} |2={{harvnb|McInerney|2019|pp=427–429}} |3={{harvnb|Honeybourne|2005|p=[https://books.google.com/books?id=2VxIIj-n8WYC&pg=PA80 80]}} |4={{harvnb|Dhiman|2017|p=[https://books.google.com/books?id=thTjDQAAQBAJ&pg=PA39 39]}} }}</ref> Educational psychologists aim to discover methods to increase motivation, such as encouraging healthy competition among students while maintaining a balance of positive and negative feedback through praise and constructive criticism.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|p=107}} |2={{harvnb|Gallard|Garden|2011|pp=132–133}} }}</ref>

Intelligence significantly influences individuals' responses to education. It is a cognitive trait associated with the capacity to learn from experience, comprehend, and apply knowledge and skills to solve problems. Individuals with higher scores in intelligence metrics typically perform better academically and pursue higher levels of education.<ref>{{multiref |1={{harvnb|Butler|Marsh|Sheppard|1985|pp=349–351}} |2={{harvnb|Sternberg|2022}} |3={{harvnb|Bartlett|Burton|2007|p=109}}  |4={{harvnb|Gallard|Garden|2011|pp=145–147}}  }}</ref> Intelligence is often closely associated with the concept of [[IQ]], a standardized numerical measure assessing intelligence based on mathematical-logical and verbal abilities. However, it has been argued that intelligence encompasses various [[Theory of multiple intelligences|types]] beyond IQ. Psychologist [[Howard Gardner]] posited distinct forms of intelligence in domains such as [[mathematics]], [[logic]], [[spatial cognition]], language, and music. Additional types of intelligence influence interpersonal and intrapersonal interactions. These intelligences are largely autonomous, meaning that an individual may excel in one type while performing less well in another.<ref>{{multiref | {{harvnb|Fogarty|Stoehr|2008|pp=[https://books.google.com/books?id=kOr34YoN9OYC&pg=PA6 6–7]}} | {{harvnb|Grigorenko|2008|loc=[https://www.encyclopedia.com/social-sciences/applied-and-social-sciences-magazines/multiple-intelligences-theory Multiple Intelligences Theory]}} | {{harvnb|O'Brien|Flynn|2007|loc=[https://books.google.com/books?id=puvbzwaRBnQC&pg=PA73 Emotions, Inequalities and Care in Education]}} }}</ref> 

According to proponents of [[learning style]] theory, the preferred method of acquiring knowledge and skills is another factor. They hold that students with an auditory learning style find it easy to comprehend spoken lectures and discussions, whereas visual learners benefit from information presented visually, such as in diagrams and videos. To facilitate efficient learning, it may be advantageous to incorporate a wide variety of learning modalities.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=130–131}} |2={{harvnb|Page|Page|2010|pp=[https://books.google.com/books?id=8UEuTrErvuAC&pg=PA36 36–37]}} |3={{harvnb|Skowron|2015|p=[https://books.google.com/books?id=LTWCDwAAQBAJ&pg=PT137 137]}} |4={{harvnb|Willingham|Hughes|Dobolyi|2015|pp=266–267}} |5={{harvnb|Pashler|McDaniel|Rohrer|Bjork|2008|pp=105–106}} }}</ref> Learning styles have been criticized for ambiguous empirical evidence of student benefits and unreliability of student learning style assessment by teachers.<ref>{{multiref| {{harvnb|Rohrer|Pashler|2012|pp=634–635}} | {{harvnb|Papadatou-Pastou|Gritzali|Barrable|2018}} }}</ref>

The learner's personality may also influence educational achievement. For instance, characteristics such as [[conscientiousness]] and [[openness to experience]], identified in the [[Big Five personality traits]], are associated with academic success.<ref>{{harvnb|Verbree|Maas|Hornstra|Wijngaards-de Meij|2021|p=1}}</ref> Other mental factors include [[self-efficacy]], [[self-esteem]], and [[metacognitive]] abilities.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=96–97}} |2={{harvnb|Lane|Lane|Kyprianou|2004|pp=247–248}} }}</ref>