PSYCHOLOGY - BMEGT52A002

The aim of the course is to provide students with a comprehensive overview of the fundamental concepts and key processes of psychology, while offering insight into the scientific approach to understanding human behavior. The course goes beyond the transmission of theoretical knowledge by creating opportunities for experiential learning, self-reflection, and active exploration. Students will become familiar with the psychological foundations of thinking, decision-making, motivation, emotion, learning, and social functioning, and will examine their relevance within engineering and business studies as well as in future professional practice. The course supports the development of self-awareness, a deeper understanding of one’s own patterns of functioning, and the integration of psychological perspectives into technical and economic thinking. The course lays the foundation for subsequent subjects that require psychological knowledge (e.g., management, ergonomics) and contributes to the development of students’ collaboration, problem-solving, and reflective skills.

1. They know the characteristics of perception, perception and attention, and the illusions of perception.
2. They know the stages, types, and process of memory, and the possibilities of the development memory.
3. They know learning theories, characteristics of classical and operant conditioning and insightful learning, and learning styles.
4. They know the types and process of thinking and the stages of problem solving, and the characteristics of creativity.
5. They know the characteristics of personal perception, the distortions of personal perception, the possible causes of stereotypes and prejudices, and the possibilities of their prevention.
6. They know the components of attitude and attitude dynamics, the operational features of persuasion and influence.
7. They know the process and stages of socialization, the characteristics of social learning, and role learning and socialization at work.
8. They know the concept of personality, the main approaches to its study, and the factors of self-knowledge.
9. They know the content and process theory models of motivation, and the possible tools and methods of motivation.
10. They know the physiological bases, characteristics, types and dynamics of emotions, the components of emotional intelligence.
11. They know the possible causes of stress and burnout, the types of reaction to stress, the symptoms of burnout, and the possibilities of stress management.
12. They know the forms of the groups, the characteristics of team processes, team dynamics, and the stages of team formation.

1. They can recognize simple psychological relationships and regularities.
2. They can use psychological knowledge to increase their everyday efficiency.
3. They can distinguish psychology as a science from pseudopsychology.
4. They can apply psychological knowledge in their later studies.
5. They can look for deeper psychological relationships, knowing how and where to look for them.
6. They are able to recognize when someone in their environment needs psychological help.

1. They collaborate with the lecturer and fellow students to expand knowledge.
2. They develop theirself by continuously acquiring knowledge and using the acquired knowledge.
3. They seek to integrate their psychological knowledge into their everyday life (learning, private life, work).
4. They are open to the reception of psychological knowledge.
5. They seek to combine their psychological knowledge with their professional work, seek interdisciplinary connection.

1. They think in system approach using their knowledge on psychology and human characteristics.
2. They are open to new knowledge and open to well-founded critical remarks.
3. In specific situations, as part of a team, they work with their fellow students to perform tasks and are able to recognize when external help is needed.

Interactive in-class lectures, complemented by online videos and podcasts for independent study, as well as written supporting materials.

• Juhász Márta, Takács Ildikó (szerk.) (2010): Pszichológia. Typotex .
• Séllei B., Takács I. (2014): Pszichológia a gyakorlatban. Typotex Kiadó.
• Séllei B. (2025): A változás pszichológiája. Scolar Kiadó.
• Előadásanyagok letölthetök a tanszéki oktatástámogató portálról (https://edu.gtk.bme.hu/)

The learning outcomes specified in Section 2.2 are assessed based on the results of two midterm tests, or alternatively on the result of one midterm test combined with the accumulated semester points.

A. Assessment of Academic Performance: The knowledge- and skills-based competency elements of the course are assessed through a comprehensive written midterm test. The test primarily evaluates the acquired knowledge and the ability to apply it. The scope of the material covered in the assessment is determined by the course instructor. The duration of the test is 40 minutes. Successful completion of both midterm tests is a prerequisite for obtaining a final grade. In each midterm test, at least 40% of the total points must be achieved in order to earn a passing grade. One of the midterm tests may be replaced by continuous semester work through a point-collection system. Points may be earned in the following categories: active participation during in-class sessions (7 × 2 points), completion of micro-assignments (7 × 4 points), and completion of a project assignment (1 × 12 points). Active participation and micro-assignments may also provide additional bonus points alongside the two written midterm tests. The list of micro-assignments and project options available in the given semester is published on the course Moodle page. Students may select their preferred completion pathway from this portfolio. B. Performance Assessment During the Examination Period: -

• midterm exam test: 50
• midterm exam test: 50
• optional gamified point-collection system: 50

The midterm test may be retaken or improved during the designated retake period. The first retake or grade improvement opportunity is free of charge. In the case of grade improvement, the later result will replace the previous one. If the student is still unable to obtain a passing grade after the first retake referred to in point 1), a second retake attempt may be made in a consolidated format, subject to the payment of the fee specified in the applicable regulations, in order to improve the unsuccessful first retake. Micro-assignments and the project work may be submitted until the end of the semester.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 04.05.2026.

To achieve the learning outcomes specified in Section 2.2, the course is structured into the following thematic modules. In each semester, the syllabus of the announced course schedules these thematic elements according to the academic calendar and other relevant circumstances.