LEARNER-CENTERED

PSYCHOLOGICAL PRINCIPLES
 14 Principles
Divided into Four 1 Cognitive and Metacognitive
Principles
Categories
2 Motivational and Affective
Principles
3 Developmental and Social
Principles
4 Individual Differences Principles
Cognitive and Metacognitive Principles
Cognitive and Metacognitive Principle
1. Nature of the learning process
The nature of the learning process is a complex and
multifaceted topic that has been extensively studied in psychology
and education. Learning is the process by which individuals acquire
new knowledge, skills, behaviors, or attitudes through experience,
instruction, observation, and various cognitive processes.
Cognitive and Metacognitive Principle
2. Goals of the learning process
The goals of the learning process are the intended outcomes
and objectives that individuals, educators, and educational
institutions aim to achieve through the process of learning. These
goals vary depending on the context, level of education, and the
specific learning objectives, but they generally encompass a range
of cognitive, affective, and psychomotor domains.
Cognitive and Metacognitive Principle
3. Construction of knowledge
The construction of knowledge is a fundamental concept in
educational psychology and cognitive science. It refers to the
process by which individuals create, organize, and integrate new
information or experiences into their existing mental frameworks or
schemas. This process allows people to make sense of the world,
understand complex concepts, and adapt to new situations.
Cognitive and Metacognitive Principle
4. Strategic thinking
The successful learner can create and use a repertoire of
thinking and reasoning strategies to achieve complex learning
goals. Successful learners use strategic thinking in their approach
in learning, reasoning, problem solving, and concept learning.
Learning outcomes can be enhanced if educators assist learners in
developing, applying, and assessing their strategic learning skills.
Cognitive and Metacognitive Principle
5. Thinking about thinking
Higher order strategies for selecting mental operations facilitate
creative and critical thinking. Successful learners can reflect on how
they think and learn, set reasonable learning or performance goals,
select potentially appropriate learning strategies or methods, and
monitor their progress toward these goals. They know what to do if
a problem occurs or if they are not making sufficient or timely
progress toward a goal.
Cognitive and Metacognitive Principle
6. Context of learning
Learning is influenced by environmental factors, including
culture, technology, and instructional practices. Teachers play a
major interactive role with both the leaner and the learning
environment. Cultural influences on students can impact their
motivation, orientation toward learning, and ways of thinking.
Technologies and instructional practices must be appropriate for
learner’s level of prior knowledge, cognitive abilities, and their
learning and thinking.
Motivational and Affective Principles
Motivational and Affective Principles
7. Motivational and emotional influences on learning
What and how much are learned are influenced by the learner's
motivation. Motivation to learn is influenced by the individual’s
emotional stat beliefs, interests and habits of thinking. Motivation
plays a very important role in learning. It pertains to an individual's
inner drive to do something, accomplish something, pursue a goal,
learn, and master a skill, or just discover without necessarily being
forced or pushed by anyone. The level of one’s motivation would
also determine the extent of his or her ability to accomplish desired
tasks. The way teachers motivate their learners is then crucial to
make them actively engaged in the learning process.
Motivational and Affective Principles
8. Intrinsic motivation to learn
The learner's creativity, higher-order thinking, and natural
curiosity all contribute to the motivation to learn. There are two
kinds of motivation - intrinsic and extrinsic motivation. Intrinsic
motivation is manifested when an individual engages in an activity
or task that is personally gratifying. It is personally rewarding, and
there is no expectation for any external or tangible reward. Extrinsic
motivation, meanwhile, is its direct opposite. A person engages in a
task or activity to earn external rewards or to avoid punishments in
some situations. Intrinsic motivation is stimulated by tasks of
optimal novelty and difficulty, relevant to personal interests, and
providing for personal choice and control.
Motivational and Affective Principles
9. Effects of motivation on effort
Acquisition of sophisticated knowledge and skills requires
extensive learner's effort and guided practice. The learners'
motivation to learn is also partnered by their extended efforts.
Teachers facilitate learning opportunities and experiences that
encourage learners to exert time and effort and at the same time
commitment and enthusiasm toward a task they have to do and a
concept they have to learn. It is through the teachers'
encouragement that they will have to do tasks with quality and not
just for compliance's sake.
Developmental and Social Principles
Developmental and Social Principles
10. Developmental influences
Individuals' learning opportunities and restrictions change as
they grow. Individuals learn best when material is appropriate for
their age and given in an enjoyable and interesting way. Because
individual growth differs across intellectual, social, emotional, and
physical domains, achievement across instructional domains may
differ.
Developmental and Social Principles
11. Social influences
When learner gets the chance to speak with and work with
others on instructional tasks, their learning can be improved.
Individuals have the opportunity to engage in reflective thinking and
perspective-taking in interactive and collaborative learning
environments, which may promote higher levels of moral, social,
and moral growth as well as self-esteem.
Individual Differences Principles
 Individual Differences Principles
12. Individual differences in learning
Individual differences in students are personal differences
specific to each student. Individual differences include variables
such as physical characteristics (height, weight), intelligence,
interest, perception, gender, ability, learning styles and personality
traits (Arı and Deniz, 2008).
 Individual Differences Principles
13. Learning and diversity
The diversity of students is defined according to gross
demographics such as gender, language, culture/ethnicity,
ability/disability, religion, socio-economic background or
geographic location, with government investment in programs
which focus on, for example, students with disabilities or abilities,
indigenous students, boys, students whose first language is not
English and students from low socio-economic backgrounds.
 Individual Differences Principles
13. Learning and diversity
Apple (2006) states that such policies create differences and
stratify even more powerfully by class and race. The perception is
that because education is available to everyone, it must be
equitable. The Learning by Design framework was developed by
Kalantzis & Cope (2004) based on the multiliteracies principles of
diversity, pedagogy and multimodality. They argue that curriculum
and pedagogy must address diversity through the transformation
rather than the assimilation or integration of the learner (Kalantzis et
al, 2003).
 Individual Differences Principles
14. Standards and assessment
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