The social psychological study of education contains growing potential to contribute to the understanding of learning and the design of effective learning environments that support youth development. As research on educators in particular expands, there are key insights and perspectives from areas outside of psychology that can help to guide the direction of new studies and approaches. Humanizing frameworks are especially well suited to inform the social psychological study of educators, as they address the ways that institutions deny the humanity of people from groups that face economic and ethnic-racial marginalization in the United States. By following principles of humanization to evaluate, deepen, and broaden social psychological approaches, future research becomes more likely to advance knowledge in ways that embrace the inherent value of students as whole people. Identity-based motivation theory provides an example of a social psychological approach expanding to emphasize the role of educators with attention to principles of humanization.

中文翻译：

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通过人性化原则扩展教育者的社会心理学研究

教育的社会心理学研究在促进理解学习和设计支持青年发展的有效学习环境方面具有越来越大的潜力。随着对教育工作者的研究不断扩大，心理学以外领域的重要见解和观点可以帮助指导新研究和方法的方向。人性化框架特别适合为教育工作者的社会心理学研究提供信息，因为它们解决了机构否认美国面临经济和种族边缘化群体的人性的方式。按照人性化的原则去评价、深化、拓宽社会心理学方法，未来的研究更有可能以包含学生作为整体的内在价值的方式来推进知识。基于身份的动机理论提供了一个社会心理学方法的例子，该方法扩展以强调教育者的作用并关注人性化原则。