本文旨在回顧教育心理學的起源、歷史及發展歷程，整理歸納出國內外對教育心理學的主題內容及研究趨勢。在理論發展方面，教育心理學逐漸從單一性研究朝向多元化的趨勢；在研究主題上，學習相關的議題仍為研究社群中熱門的研究議題，例如：學生成就、學習動機信念、記憶等。在研究取向方面，則著重情境、文化脈絡，以及個體與情境脈絡之間的交互作用，重視社會認知觀點取向。在研究領域上，教育心理學逐漸呈現跨領域合作之趨勢。在未來研究上，教師教學與學生學習結果仍為教育心理學的重點，特別是學生認知發展的階段性和次序性議題備受重視。再者，隨著科技進步及時代演變，未來教育心理學亦將結合科技及神經科學領域，形成嶄新的教育神經科學取向。另外，配合國家教育政策，強調理論與實務之結合，重視教育實務現場的推廣與應用，亦是教育心理學發展脈動的另一勢力。

This study aimed to collect and draw together the issues and research trends of educational psychology by reviewing the origin, history, development of education psychology, and referencing the textbooks, related literature, and academic journals of educational psychology. The results highlight the trends of research in educational psychology from single-dimension to multi-dimension. The research approaches of educational psychology focused on the perspective of social cognition in situation, context, and the interaction between individual and context. The cooperation in multi-domains is shown in educational psychology. For the future research trends of educational psychology, teachers’ teaching and students’ outcomes are also important in educational psychology, especially to understand how students learn in different developmental stages. As development advances, educational psychology will combine technical and neuroscience domains further to generate a future new area of educational neuroscience and learning technology. It is also important to involve designing valuable policies and practices grounded in educational psychology field.