Master's Programs

Our Educational Psychology Master's program leads to the Master of Arts (MA) or a Master of Education (MEd) degree. We are currently in the process of updating this program and making changes to the curriulcum. Proposed changes to the program curriculum effective Fall 2017 (subject to Senate approval). See Educational Psychology Master's for more information.  

Doctoral Program

Students admitted to our small and dynamic Educational Psychology (PhD) program work collegially with professors to advance disciplinary knowledge and educational practices. The program accommodates working teachers and offers ample opportunity for independent study as well as for tailoring programmatic requirements to individual interests. The value of our graduate program is demonstrated by the fact that two-thirds of our doctoral graduates take up academic posts at universities or colleges. Our program does not prepare students for registration with the BC College of Psychologists unless students meet additional requirements outside the scope of this program.

Educational Psychology Community

Academic Coordinators

Teaching Faculty

Students and Alumni


Educational Psychology, PhD

  • Danielle Kavin Educational Psychology PhD student and Counselling Psychologist

  • Robyn Long Educational Psychology PhD student interested in Montessori classrooms

  • Elisa Vandenborn PhD student and MA alumna in Educational Psychology

  • Dominic Trevisan Educational Psychology PhD student with research interests in autism


Educational Psychology, PhD

  • Dr. Paul Yeung Director, BC Chapter: Canadian Counselling and Psychotherapy Assoc.

Educational Psychology, MA, MEd

Research Projects

Self-regulated Learning in an Online Environment for Argumentative Writing (Nesbit)

Argue to Learn: Representing and Supporting Argumentation with Cognitive Tools (Nesbit, Winne)

Researching Self-Regulation, Co-Regulation and Socially Shared Regulation of Learning (Winne)

Educational Psychology: Learning and Performance in Educational Settings (Winne)

Tactics, Metacognition and Self-Regulated Learning When Learners Restudy (Winne)

Epistemic Beliefs: Development and Relations to Self-Regulated Learning, Motivation and Achievement (Winne)

gStudy: Software Tools for Research in the Learning Sciences and eLearning (Winne)

Process Feedback, Self-Regulated Learning and the Evolution of Learning Skills (Winne, Nesbit)

Self-Regulated Learning and Learning Technologies (Winne, Nesbit)

Executive Functions in Multilingual Children (Hoskyn, Moore)

Development of neurophysiological processes involved in reading among children at-risk for language related reading disabilities: A magnetic source imaging study (Hoskyn)

Intergenerational teaching and learning: Implications for a heritage language immersion program for young children of First Nations origin (Hoskyn & MacDonald)

Literacy of multilingual children in French Immersion programs (Hoskyn)

Working memory development for children at-risk for writing disabilities (Hoskyn)

Children’s Concept Development During Problem-Oriented Learning in Health Science (Kanevsky)

The impact of an aerobic exercise intervention on children’s executive functioning and school performance (Le Mare & Neufeld)

The use of documentation to inform instructional practice (MacDonald)

Sociocultural investigation of literacy instruction and children’s learning of English as a second language (Neufeld)

Development of a Critical Psychology of Education (Sugarman)

Applications of Historical Ontology and Hermeneutics to Psychological Description (Sugarman)