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Marks become an automated outcome of your robust learning.
“Psychology is not another subject you study; it is the lens through which every subject becomes human.”-Dr. Sukanya Pal
IB Psychology turns understanding people into a responsibility
Knowledge acquirers reproduce information for marks; as shown by Carol Dweck, this fixed-mindset approach works in predictable exams but fails when deeper thinking is required.
Knowledge constructors question and link ideas, aligning with Jean Piaget’s constructivist theory, which shows that understanding deepens when knowledge is actively built rather than copied.
Knowledge regulators question their own thinking; John Flavell’s metacognitive research shows that this self-monitoring enables adjustment under pressure and consistent exam performance.
Knowledge creators question the limits of knowledge itself; influenced by John Dewey’s inquiry philosophy, they treat knowledge as provisional, leading to original insights and innovation.
“Speed comes from clarity, not repetition. An exemplary exam response does not reveal how much you practised—it reveals how you practised.”
-Dr. Sukanya Pal
For the first time, IB Psychology students are empowered to self-regulate their learning.
ibpsychology.org hosts IB Psychology courses designed for the modern learner—where students control their learning pace, set their own goals, and clearly understand the do’s and don’ts of IB Psychology exam responses, rather than passively reading from textbooks. Through an intelligent LMS, learners engage metacognitively, connect concepts meaningfully, and map understanding directly to IB assessment requirements. The mission is simple: turn deep understanding into confident, reliable exam performance by helping students learn how to learn—the way today’s world demands. Alongside self-regulated learning, students have access to systematic, purposeful feedback. When needed, they can approach me for targeted guidance, clarification, and direction—ensuring doubts are resolved without taking away learner agency. The goal is not dependence, but timely mentorship that helps students recalibrate their thinking, refine responses, and move forward with confidence.
The IB voices on self-regulation is an original interpretation informed by publicly available resource guidance from the International Baccalaureate®.
A heutagogical learner is a self-determined and self-evolving learner — someone who doesn’t just receive knowledge, but designs their own learning journey. A heutagogical learner knows how to learn, what to learn, and why to learn — without waiting for a teacher to tell them.
Stewart Hase: The Father of Heutagogy
By Stewart Hase and Chris Kenyon
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Paper samplers with guided response to important and probable questionsIB Psychology isn’t meant to be learned in pieces. Concepts connect — neurotransmission shapes memory, memory supports cognition, and cognition influences behaviour. This companion guides you through a sequence of modules from lower to higher-order thinking.
The IB doesn’t reward memorisation; it rewards conceptual clarity, critical thinking, and application. This portal trains you in the cognitive habits of strong IB learners — asking the WHY's and HOW's behind the WHAT's. Over time, you develop the analytical mind that not only helps in exams but shapes your approach.
Research methods aren’t just a chapter — they are woven into every paper, every question, and every evaluation. This portal teaches research through clear, scaffolded modules, so you build comfort with design, sampling, credibility, bias, and evaluation.
The IB Psychology syllabus is dense. Without structure, students feel lost. This companion breaks the content into manageable, logically ordered modules, reducing overwhelm and improving retention. You always know what, why, and how to study in every step.
Learning becomes transformative when guidance becomes personal. With optional 1-on-1 mentorship, you receive targeted support, clear feedback, and motivation. Personalised sessions with the course creator add an edge, as guidance comes directly from the brainchild behind the course.
The journey from 'what' to 'why' and 'how', is where psychological knowledge is born.
How does prefrontal cortex activity in Baumgartner et al.’s oxytocin–trust study explain why extremely low fear or arousal can sometimes impair optimal decision-making in social risk situations?
How does Meaney et al.’s finding that low licking–grooming leads to heightened cortisol help explain why the hippocampus fails to ‘apply the brake’ on stress, ultimately reshaping long-term learning behaviour in rats?
How does Maguire et al.’s finding of enlarged right posterior hippocampi in London taxi drivers explain the brain’s ability to reorganise itself in response to sustained spatial-navigation demands?
Hello
As an IB Psychology and TOK mentor, my mission has always been to make thinking visible — helping students understand how their mind learns, reasons, and evolves. Through my “Discovering the U in You” career path model and years of pedagogical work across the IB continuum, I’ve learned that true mastery comes from clarity of thoughts which one constructs through metacognition and self-regulation over mere acquisition of knowledge. This portal is an extension of that belief: a space where complex ideas become simple, examiner expectations become transparent, and every learner is empowered to grow into a confident, authentic thinker who excels not just in exams, but in the domain so much so that they can fluidly, ethically, and compassionately connect the subject with their real world issues. My mission is not only to impart academic excellence, but the development of learners who think critically, act ethically, and contribute meaningfully to the world they inhabit.Dr. Sukanya Pal
The IB Psychology course (for the first assessment in 2027) represents a deliberate shift toward conceptual understanding, real-world contexts, and research literacy. Instead of organising learning around options, the course integrates concepts, content, and contexts, requiring students to apply psychological thinking to unseen situations, media claims, and data sets. Memorisation is explicitly de-emphasised in favour of application, interpretation, and evaluation, especially of research quality, bias, credibility, and data. HL students engage deeply with data analysis and interpretation, and the Internal Assessment becomes a research proposal, signalling a move from “doing an experiment” to thinking like a researcher. This course is designed to produce critical interpreters of psychological knowledge, aligned with how psychology functions in universities and real life.
While my mission is to help you become a confident, self-regulated learner, I also recognise that real transformation takes time. It’s neither realistic nor fair to expect you to radically change your learning style or dependence on guidance overnight—especially when exams are close. To support you through this transition, optional 1-on-1 sessions are available to complement the course at a discounted rate, offering targeted help exactly where you need it. If you feel you need consistent personalised support and prefer 1-on-1 mentorship instead of the course, that option is equally welcome. This space is designed to meet you where you are—without pressure—while guiding you steadily toward clarity and exam readiness.
Where everyday moments disrupt how you think...
Psych Coffee Breaks is a reflective space where psychology is explored in short, thought-provoking moments—just enough to pause, think, and see the human mind differently. Designed to accompany videos that challenge common assumptions, this space invites learners to step away from rote learning and engage with psychology as it appears in real life. Whether it’s questioning fixed ideas about IQ, understanding how experience shapes intelligence, or connecting theory to everyday behaviour, Psych Coffee Breaks turns small moments into meaningful insights. It’s where curiosity is brewed, thinking is disrupted, and psychology quietly stays with you long after the break is over.
Real minds. Real lives. Real behaviour.
A visual gallery where IB Psychology steps out of textbooks and into real life. Every image captures psychology in action—memory at work, emotions shaping decisions, social influence unfolding in public spaces, biology meeting behaviour, and culture quietly guiding the human mind. Designed for IB Psychology HL and SL 2026 exam) and for (IB Psychology 2027 exam) students, this gallery strengthens real-world application, evaluation skills, and examiner-level thinking by training learners to see psychology everywhere. More than inspiration, it builds the habit IB examiners reward most: connecting theory to lived human experience with clarity, relevance, and depth. This is where concepts stop being abstract and start becoming unforgettable.
When a smoker feels drawn toward a smoker zone, it is not just a habit or choice—it is a learned psychological and biological response. Repeated smoking pairs environmental cues (the smell of smoke, a designated smoking area, seeing others smoke) with nicotine’s dopamine release in the brain’s reward pathway (especially the nucleus accumbens). Over time, through classical conditioning, these cues alone become enough to activate craving. The brain begins to anticipate reward, releasing dopamine before smoking occurs. This anticipation produces tension and desire, pushing the smoker toward the smoking zone. At the same time, neuroplastic changes strengthen cue–reward associations, while withdrawal-related discomfort (irritability, restlessness) is interpreted cognitively as “needing a cigarette.” The smoker zone therefore functions as a trigger-rich environment, activating conditioned memories, emotional relief expectations, and automatic behaviour. Initially, dopamine release occurs in the VTA–nucleus accumbens reward pathway, signalling pleasure, before repeated use shifts control to dopamine-driven habit circuits in the basal ganglia. Over time, dopamine-driven activity in the basal ganglia turns smoking from a conscious choice into an automatic habit, making cue-triggered approach behaviours feel involuntary rather than deliberate.
“Addiction is a disease of free will because it hijacks the brain circuits involved in reward, motivation, and habit.”
— Nora Volkow, Director, National Institute on Drug Abuse (NIDA)
Sudha Chandran’s return to classical dance demonstrates neuroplasticity through cortical reorganisation, sensory substitution, and synaptic strengthening, allowing her brain to adapt motor control and body representation after limb loss.
“I was not born disabled, but I was reborn with strength.”
— Sudha Chandran
Learning that occurred five years ago can still be retained today because neuroplasticity stabilises neural circuits through long-term potentiation, sustained neurotransmitter activity (especially glutamate), and localisation of memory traces within interconnected hippocampal–cortical networks.
“Once you learn to ride a bicycle, you never forget, because the brain stores the skill as a motor habit rather than a conscious memory.”
— David Eagleman
The Paralympics powerfully demonstrate psychology in action, showing how neuroplasticity, motivation, self-efficacy, and cognitive reappraisal enable athletes to reorganise brain–behaviour systems, adapt to physical constraints, and perform at elite levels despite profound adversity.
“What defines you is not what you lose, but how your mind adapts to what remains.”
— Tanni Grey-Thompson
These voices are not endorsements. They are reflections of transformation. Trust is built when experience speaks for itself.
Copyright & Use Disclaimer
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and educators.
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