Free Course Image Psychology complete course

Free online coursePsychology complete course

Duration of the online course: 5 hours and 46 minutes

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Build real psychology skills with a free online course: research methods, memory, attachment, stress, and social influence—learn fast and earn a certificate.

In this free course, learn about

  • Core psychology approaches incl. psychodynamic view: behavior driven by unconscious forces
  • Hypotheses: directional vs non-directional; how to write and interpret each
  • Variables in experiments: IV, DV and control variables; why controls matter
  • Sampling methods incl. random sampling; strengths/limits of different samples
  • Research methods/designs: lab experiments pros/cons; repeated measures drawbacks
  • Reliability and validity (esp. internal validity) and how to evaluate studies
  • Descriptive stats: mean/median/mode; mean’s weakness with outliers; standard deviation
  • Presenting data: choosing appropriate graphs, incl. graphs for discrete data
  • Memory models: Multi-store and Working Memory; STM capacity and central executive role
  • Eyewitness testimony: reconstructive memory, Loftus & Palmer; effects of anxiety and age
  • Improving recall: cognitive interview techniques and use of mnemonics
  • Attachment: definitions; Lorenz imprinting, Harlow, Strange Situation styles; cultural variation
  • Disruption of attachment: maternal deprivation, institutionalisation, day care and outcomes
  • Social influence & psychopathology: conformity/obedience/ethics + abnormality & therapies

Course Description

Psychology shapes how we learn, relate, work, cope with pressure, and make decisions—often without us noticing. This free online psychology course gives you a structured, end-to-end foundation that connects classic ideas to practical thinking skills you can use in study, work, and everyday life. You will learn how psychologists ask questions, test claims, and interpret evidence, so you can separate compelling opinions from reliable conclusions.

From the start, you will build confidence with core scientific tools used across health and behavioral research: hypotheses, variables, sampling, experimental design, reliability, and validity. You will also practice making sense of data through measures like averages, spread, and appropriate graphs. These essentials make later topics clearer, because you will understand not just what a theory says, but how researchers support it—and what the limitations might be.

As you progress, the course brings key areas of cognition to life, including models of memory, why recall can be distorted, and what influences eyewitness testimony. You will see how techniques such as the cognitive interview aim to improve accuracy, and why anxiety, wording, and age can change what people remember. The lessons also explore how we learn through experience, introducing major principles of conditioning that explain how behaviors are acquired and maintained.

Developmental psychology adds another layer by examining attachment and early relationships, drawing on influential research and cross-cultural findings to show both patterns and variation. You will then move into stress and health, learning how stress responses work, why individual differences matter, and how everyday hassles can accumulate. Along the way, you will explore practical approaches people use to cope, from psychological strategies to physiological methods.

Social psychology topics help explain behavior in groups: conformity, obedience, social roles, power dynamics, and how minorities can drive change. The course also addresses ethical considerations, so you understand how psychological research protects participants and why ethics shape what can be studied. Finally, you will examine definitions and explanations of abnormality and psychopathology, comparing biological, behavioral, cognitive, and psychodynamic perspectives, alongside major therapy approaches.

With short checks for understanding throughout, this course is designed to help you think like a psychologist: curious, evidence-led, and aware of complexity. Whether you are exploring a health career path, strengthening academic preparation, or simply wanting to understand people better, you will finish with a clearer framework for how mind and behavior are studied—and how to apply that understanding responsibly.

Course content

  • Video class: A Level Psychology - Introduction To Psychology 09m
  • Exercise: Which approach in psychology focuses on the understanding that behavior is motivated by unconscious forces?
  • Video class: A Level Psychology - Types of Hypothesis 04m
  • Exercise: What distinguishes a non-directional hypothesis in psychology?
  • Video class: A Level Psychology - Variables 05m
  • Exercise: What is a control variable in an experiment?
  • Video class: A Level Psychology - Sampling Methods 04m
  • Exercise: Which method of participant selection in research allows every member of a population an equal chance of being selected?
  • Video class: A Level Psychology - Using Research Methods 14m
  • Exercise: What is a primary disadvantage of a lab experiment in psychology?
  • Video class: A Level Psychology - Research Design 05m
  • Exercise: What is a characteristic disadvantage of the repeated measures design in research?
  • Video class: A Level Psychology - Reliability 04m
  • Exercise: Which of the following best represents internal validity in the context of psychological experiments?
  • Video class: A Level Psychology - Central Tendency 03m
  • Exercise: What is the disadvantage of using the mean as a measure of central tendency?
  • Video class: A Level Psychology - Measures of Dispersion 03m
  • Exercise: What is a major advantage of the standard deviation as a measure of dispersion?
  • Video class: A Level Psychology - Types of Graph 03m
  • Exercise: In an A Level psychology course, which type of graph is used to show discrete data?
  • Video class: A Level Psychology - The Multi-Store Memory Model 13m
  • Exercise: What is the capacity of short-term memory according to Miller's study?
  • Video class: A Level Psychology - The Working Memory Model 08m
  • Exercise: What is the role of the central executive in the working memory model?
  • Video class: A Level Psychology - Reconstructive Memory 03m
  • Exercise: What was the main purpose of the experiment conducted by Loftus and Palmer in relation to reconstructive memory?
  • Video class: A Level Psychology - Influence of Anxiety on Eyewitness Testimony 05m
  • Exercise: How does anxiety affect eyewitness testimony performance?
  • Video class: A Level Psychology - Influence of Age on Eyewitness Testimony 03m
  • Exercise: How does age influence eyewitness testimony accuracy?
  • Video class: A Level Psychology - The Cognitive Interview 04m
  • Exercise: Which of the following is NOT one of the main techniques used in a cognitive interview?
  • Video class: A Level Psychology - Mnemonics 03m
  • Exercise: What is the purpose of pneumonics in memory recall?
  • Video class: A Level Psychology - Developmental Psychology 01m
  • Exercise: What is the definition of attachment in developmental psychology?
  • Video class: A Level Psychology - Imprinting 03m
  • Exercise: Which of the following is NOT an accurate representation of Lorenz's findings on imprinting?
  • Video class: A Level Psychology - Harlow's Monkeys 03m
  • Exercise: What did Harlow's monkey experiments primarily demonstrate?
  • Video class: A Level Psychology - Human Attachment 05m
  • Video class: A Level Psychology - Classical Conditioning 04m
  • Exercise: What is the role of an unconditioned stimulus in classical conditioning according to the text?
  • Video class: A Level Psychology - Operant Conditioning 03m
  • Video class: A Level Psychology - Evaluation Of The Learning Theory Of Attachment 02m
  • Video class: A Level Psychology - The Strange Situation 04m
  • Exercise: Which attachment style described in Mary Ainsworth's Strange Situation experiment is characterized by children showing little distress when separated from their mother and avoiding her upon reunion?
  • Video class: A Level Psychology - Development Of Attachments 02m
  • Video class: A Level Psychology - Culture 03m
  • Video class: A Level Psychology - Cultural Variations In Attachments 03m
  • Exercise: Which of the following statements accurately reflects the findings from Van IJzendoorn and Kroonenberg's meta-analysis about attachment across different cultures?
  • Video class: A Level Psychology - Cultural Perceptions Of Attachment 03m
  • Video class: A Level Psychology - Maternal Deprivation 03m
  • Video class: A Level Psychology - Factors Of The Disruption Of Attachments 02m
  • Exercise: Which of the following factors was NOT mentioned as a potential cause for the destruction of attachments in children?
  • Video class: A Level Psychology - Feral Children 02m
  • Video class: A Level Psychology - Institutionalisation 03m
  • Video class: A Level Psychology - Day Care 03m
  • Exercise: According to the text, which factor was indicated by Clark Stewart to negatively impact children's social competence?
  • Video class: A Level Psychology - Stress 02m
  • Video class: A Level Psychology - Stress Responses 03m
  • Video class: A Level Psychology - Reacting To Stress 02m
  • Exercise: What is the correct sequence of the three stages of stress as described in the lesson?
  • Video class: A Level Psychology - Stress 02m
  • Video class: A Level Psychology - Stress 04m
  • Video class: A Level Psychology - Personality Types 04m
  • Exercise: What distinguishes Type A personalities from Type B personalities according to the lesson?
  • Video class: A Level Psychology - The Western Collaborative Group Study 02m
  • Video class: A Level Psychology - Hardiness 04m
  • Video class: A Level Psychology - Stress Reaction Style 02m
  • Exercise: What is the primary purpose of assessing an individual's stress reaction style using a questionnaire?
  • Video class: A Level Psychology - Workplace Stress 03m
  • Video class: A Level Psychology - The Social Readjustment Rating Scale 05m
  • Video class: A Level Psychology - Daily Hassles 04m
  • Exercise: How does the Daily Hassles and Uplifts scale quantify the impact of daily events on individual health?
  • Video class: A Level Psychology - Stress Inoculation Training 06m
  • Video class: A Level Psychology - Emotional Focused Methods To Deal With Stress 02m
  • Video class: A Level Psychology - Physiological Methods Of Dealing With Stress 04m
  • Exercise: Which of the following drugs works by increasing levels of the neurotransmitter GABA to suppress stress symptoms?
  • Video class: A Level Psychology - Conformity 03m
  • Video class: A Level Psychology - Asch's Line Theory 05m
  • Video class: A Level Psychology - Why Do People Conform? 03m
  • Exercise: What is informational social influence in the context of conformity?
  • Video class: A Level Psychology - Factors Affecting Conformity 05m
  • Video class: A Level Psychology - Social Roles 03m
  • Video class: A Level Psychology - The Stanford Prison Experiment 04m
  • Exercise: What was one of the main objectives of the Stanford Prison Experiment conducted by Zimbardo and his colleagues?
  • Video class: A Level Psychology - Ethical Guidelines 04m
  • Video class: A Level Psychology - Obedience 02m
  • Video class: A Level Psychology - Milgram's Obedience To Athourity 08m
  • Exercise: What was the primary aim of Milgram's obedience experiment?
  • Video class: A Level Psychology - Ethical Issues In Milgram's Study Of Obedience 02m
  • Video class: A Level Psychology - Factors Affecting Obedience 05m
  • Video class: A Level Psychology - Resisting Obedience 04m
  • Exercise: According to the psychology lesson, which factor is NOT considered a technique for resisting obedience?
  • Video class: A Level Psychology - Locus Of Control 01m
  • Video class: A Level Psychology - Social Change 03m
  • Video class: A Level Psychology - Minority Influence 06m
  • Exercise: According to the lesson on minority influence in psychology, which factor is NOT essential for a minority to influence a majority?
  • Video class: A Level Psychology - Power 02m
  • Video class: A Level Psychology - Abnormality 01m
  • Video class: A Level Psychology - Deviation From Social Norms 05m
  • Exercise: Which of the following is NOT a limitation of using social norms as a basis for defining abnormality?
  • Video class: A Level Psychology -Failure To Function Adequately 05m
  • Video class: A Level Psychology - Deviation From Ideal Mental Health 04m
  • Video class: A Level Psychology - Biological Explanation Of Psychopathology 04m
  • Exercise: Which of the following is NOT a biological factor that can contribute to psychopathology, according to the biological explanation of abnormal behavior?
  • Video class: A Level Psychology - Biological Therapies 05m
  • Video class: A Levekl Psychology - The Behavioural Explanation Of Psychopathology 04m
  • Video class: A Level Pscyhology - Behavioural Therapies 05m
  • Exercise: Which of the following statements best describes the principle underlying behavioral therapies?
  • Video class: A Level Psychology - The Cognitive Explanation Of Psychopathology 04m
  • Video class: A Level Psychology - Cognitive Therapies 05m
  • Video class: A Level Psychology - The Psychodynamic Explanation Of Psychopathology 07m
  • Exercise: Which component of the unconscious mind in Freud's psychodynamic theory acts as a middleman between the ID and the super-ego?
  • Video class: A Level Psychology - Psychoanalysis 06m

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5 hours and 46 minutes of online video course

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