<![CDATA[Applying the foundations of educational psychology is crucial for fostering learning interactions that align with the characteristics and developmental needs of elementary school students. A teacher's understanding of students' varying abilities, personalities, emotional states, and social needs serves as a basis for building self-confidence and creating a positive learning environment. This study aims to describe the application of educational psychology principles in teacher-student interactions and to analyze the strategies teachers use to build self-confidence and a positive learning environment in elementary schools. A descriptive qualitative approach was employed, with the study conducted at UPT SD Negeri Gedog 02. Data were gathered through observation, teacher interviews, and documentation, and subsequently analyzed using data reduction, data presentation, and conclusion-drawing stages. The findings indicate that educational psychology principles are applied by identifying student characteristics through initial assessments and continuous observation, tailoring communication to students' conditions, providing supportive feedback, and utilizing individualized approaches. Strategies to build self-confidence are implemented gradually by offering opportunities to perform, practicing the expression of opinions, acknowledging effort, and engaging in group learning. A positive learning environment is fostered through respectful interactions, bullying prevention, educational conflict resolution, and the use of varied, active learning methods. These practices create a sense of psychological safety that encourages students to be more self-confident, willing to express their views, and actively engaged in learning. Thus, applying educational psychology principles to teacher-student interactions plays a vital role in creating a learning experience that supports the balanced cognitive, social, and emotional development of students.]]>
