School Psychologists’ Assessment of the Use of Psychological Knowledge in Schools: Development of the Use of Psychological Constructs in Schools
Teaching and learning could be guided by psychological knowledge to a larger extent. The aims of this study were to examine school psychologists’ (N = 117) assessments of how psychological constructs related to learning are being used by teachers in Swedish schools. In addition, we aimed to evaluate school psychologists’ awareness of teachers’ implementation of psychological knowledge. A theoretic