Lesson 3 Learner-Centered Psychological Principles

 The vital part played by psychology in education is highly recognized in the field, ranging from understanding how learners mature and develop to how brains functions and why particular emotions and attitudes are shown.

 

Because of this, the American Psychological Association (APA) put together the 14 psychological principles which govern the learner’s characteristics and the learning process known as the learner-centered psychological principles.

These psychological principles are merely internal as it falls under the control of the learners but also value the external factors which is beyond the control of the learners including the context of learning or the environment. They should also be taken holistically as each of the other principles cascade with and support the ideals of other principles. Hence, it is no good to take each of which exclusively.


Learner-centered psychological principles are categorized into four (4) factors namely, a) the cognitive and metacognitive, b) the motivational and affective, c) the developmental and social, and lastly d) the individual differences.

 

A. Cognitive and Metacognitive Factors


1. Nature of the learning process. The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. 

2. Goals of learning process. The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. Learners requires students to set goals.

3. Construction of knowledge. The successful learner can link new information with existing knowledge in meaningful ways. 

4. Strategic thinking. The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. 

5. Thinking about thinking. Higher order strategies for selecting and monitoring mental operations facilitate critical and creative thinking.

6. Context of learning. Learning is influenced by environmental factors, including culture, technology and instructional practices. 

 

B. Motivational and Affective Factors


7. Motivational and emotional influences on learning. What and how much is learned is influenced by the learner’s motivation. Motivation to learn in turn, is influenced by individual’s emotional states, beliefs, interests and goals, and habits of thinking. 

8. Intrinsic motivation to learn. The learner’s creativity, higher order thinking and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. 

9. Effects of motivation on effort. Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learner’s motivation to learn, the willingness to exert effort is unlikely without coercion. 

 

C. Development and Social Factors


10. Developmental influences to learning. As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional and social domains is taken into account.  

11. Social influences on learning. Learning is influenced by social interactions, interpersonal relations, and communication with others. 

 

D. Individual Differences Factors


12. Individual differences in learning. Learners have different strategies, approaches, and capabilities for learning that are function of prior experience and heredity.

13. Learning and diversity. Learning is most effective when differences in learners’ linguistic, cultural, and societal backgrounds are taken into account.

14. Standards and assessment. Setting appropriate high and challenging standards and assessing the learner as well as learning progress – including diagnostic, process, and outcome assessment – are integral parts of the learning process.

 

To further expand your knowledge about the learner-centered psychological principles, you may opt to read and watch the following:

  1. Applying Learner-Centered Principles and Strategies: From Face to Face Instruction to a Hybrid Course Learning Format https://files.eric.ed.gov/fulltext/EJ1145174.pdf
  2. LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A Framework for School Reform & Redesign https://www.apa.org/ed/governance/bea/learner-centered.pdf





References

  • Aquino, A. M. (2009). Facilitating human learning (First Edition). Rex Book Store, Inc.
  • Bulusan, F., Raquepo, M. R., Balmeo, M. L., & Gutierrez, J. C. (2019). Facilitating learner-centered teaching (First Edition). Rex Book Store, Inc.
  • CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 39
  • CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 24
  • Lucas, M. R. D., & Corpuz, B. B. (2013). Facilitating learning: a metacognitive process (3rd Edition). LORIMAR Publishing, Inc.
  • Ornos, P. S., Gonzaga, E. P., Esgra, C. B., Gomez, N. G., Tarinay, A. R., & Verde, S. P. (2008). Facilitators of the learning process. Grandwater Publications.
  • Vega, V. A., & Prieto, N. G. (2012). Facilitating learning (Revised Edition). Books Atbp. Publishing Corp.

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