In an attempt to develop effective strategies to promote efficient learning, educators search through the literature of many disciplines for search of findings, theories, and ideas that have possible relevance to the concrete definition o f educational psychology ( Loree, 1965). The term educational psychology entered the professional vocabulary but did not supplant child study until the early part of the 20^th century. The child's movement was a movement initiated by William James. Educational psychology mediates between the disciplines of psychology and education. Researchers, scholars, and professionals have seldom agreed on a single definition of the field but have incorporated terms and knowledge from other disciplines (Walberg and Haertel, 1992). According to (Loree, 1965), educational psychology is one of the major foundation areas of knowledge in the field of education. Educational psychology may be defined as that branch of the science of psychology that draws from and contributes to the general field of psychology: research findings psychological concepts, principles, theories, and techniques that are relevant to the task of guiding the educational process (Loree, 1965 pp1-2).

Another key definition in particular that focuses on the scientific study of educational psychology is the definition postulated by (Meyer, 1999). Educational Psychology focuses on the scientific study of techniques for manipulating human cognitive processes and knowledge states. There are three major components in this definition.

(1) Educational psychology  is a science, namely a branch of psychology.
(2) Educational psychology investigates the instructor's manipulation of the environment. (3) Educational psychology investigates resulting  changes in the learner's cognitive processes and knowledge structures. (Meyer, 1999). For additional resources that provide journals and books on Educational psychology definition see Reference Page .