The 14 learner-centered psychological principles developed by the American Psychological Association are categorized into cognitive/metacognitive factors, motivational/affective factors, developmental/social factors, and individual differences factors. The principles state that learning is most effective when the material is appropriately challenging, socially interactive, and relevant to the learner's interests and goals. Successful learners actively construct their own knowledge, use strategic thinking and self-reflection, and are intrinsically motivated to learn.

1. Learner-
Centered
Psychological
Principles
(LCP)
P R E P A R E D B Y :
A N N I L Y N M . A M B A N L O C , R N , L P T
PROFED 102
The Child and Adolescent Learners and
Learning Principles

2. • explain the 14 principles.
• advocate for the use of the 14 principles in the
teaching – learning process.
• identify ways on how to apply the 14 principles in
instruction as a future teacher.
More
Learning Outcomes

3. The largest scientific and processional organization of
psychologists in the United States, with over 118,000
members
AMERICAN PSYCHOLOGICAL ASSOCIATION
scientists, educators, clinicians,
consultants, and students
Learner-Centered
Psychological Principles

4. INFLUENCES LEARNERS
AND LEARNING
Focus on psychological factors that are primarily internal to and under the control of the
learner rather than conditioned habits or physiological factors;
Intended to deal holistically with learners in the context of real – world learning situations;
The 14 principles have the following aspects:
CATEGORIES
• Cognitive and metacognitive
• Motivational and affective
• Developmental and social
• Individual difference factors
Intended to apply to all learners

5. 14 Learner-Centered Principles
Motivational and
Affective Factors
3 principles
Developmental and
Social Factors
2 principles
Cognitive and
Metacognitive
Factors
6 principles
Individual
Differences Factors
3 principles

6. 1 Nature of the learning process
2 Goals of the learning process
3 Construction of knowledge
Cognitive and Metacognitive Factors
4 Strategic thinking
5
6
Thinking about thinking
Context of learning

7. Different types of learning:
• Habit formation in motor learning
• Generation of knowledge, or cognitive skills
and learning strategies
The learning of complex subject matter is most
effective when it is an intentional process of
constructing meaning from information and
experience.
Nature of the
Learning Process

8. Successful learners
are:
1 Active
2 Goal-directed
3 Self-regulating
4
Assume personal responsibility for contributing
their own learning

9. To construct useful representations of
knowledge and to acquire the thinking and
learning strategies necessary for continued
learning success across the life span, students
must generate and pursue personally relevant
goals.
The successful learner, over time, with the
support and instructional guidance, can create
meaningful, coherent representations of
knowledge.
Goals of the
Learning Process

10. To be a goal-oriented
learners:
1 The strategic nature of learning requires students
to be goal-directed
2
Educators can assist learners in creating
meaningful learning goals that are consistent with
both personal and educational aspirations and
interests

11. Educators can assist learners in acquiring and
integrating knowledge by a number of
strategies that have been shown to be effective
with learners.
• The successful learner can link new information with
existing knowledge in meaningful ways.
• Knowledge widens and deepens as students
continue to build links between new information and
experiences and their existing knowledge base.
Construction of
Knowledge

12. Learning outcomes can be enhanced if
educators assist learners in developing,
applying, and assessing their strategic learning
skills.
The successful learner can create and use a
repertoire of thinking and reasoning
strategies to achieve complex learning goals.
Strategic Thinking

13. Successful learners
use it in…
1 Learning
2 Reasoning
3 Problem-solving
4
Concept learning

14. 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.
Using higher order strategies for selecting and
monitoring mental operations facilitate creative
and critical thinking.
Thinking about
Thinking

15. Learning does not occur in a vacuum. Teachers
play a major interactive role with both the learner
and the learning environment
Learning is influenced by environmental
factors, including culture, technology and
instructional practices.
Context of Learning

16. 1 Motivational and emotional influences on learning
2 Intrinsic motivation to learn
3 Effects of motivation on effort
Motivational and
Affective Factors

17. • What and how much is learned is influenced by the learner’s
motivation.
• Motivation to learn, in turn, is influenced by the individual’s
emotional states, beliefs, interests and goals, and habits of
thinking.
Motivational and emotional
influences on learning
Student’s beliefs about themselves as
learners and the nature of learning
have a marked influence on motivation
Positive and negative emotions have
an impact on learning.

18. • The learner’s creativity, higher order thinking, and natural
curiosity all contribute to motivation to learn.
Intrinsic 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.

19. • Acquisition of complex knowledge and skills requires extended learner
effort and guided practice.
• Without learner’s motivation to learn, the willingness to exert this effort is
unlikely without coercion.
Effects of motivation on effort
Effort is another major indicator of
motivation to learn.

20. 1 Developmental influences on learning
2 Social influences on learning
Developmental and
Social Factors

21. 1
3
As individuals develop, there are different opportunities
and constraints for learning.
Individuals learn best when material is appropriate to their
developmental level and is presented in an enjoyable and
interesting way.
Learning is most effective when differential development
within and across physical, intellectual, emotional and
social domains is taken into account.
2
4
Awareness and understanding of developmental
differences among children can facilitate the creation of
optimal learning contexts.
Developmental influences on
learning

22. 1
Learning is influenced by social interactions, interpersonal
relations, and communication with others
Learning can be enhanced when the learner has the
opportunity to interact and to collaborate with others on
instructional tasks
2
Social influences on learning

23. 1 Individual differences in learning
2 Learning and diversity
3 Standards and assessment
Individual Differences
Factors

24. Individual differences
in learning
Educators need to be sensitive to individual
differences.
Learners have different
strategies, approaches, and
capabilities for learning that are a
function of prior experience and
heredity.
Individuals are born with and
develop their own capabilities
and talents.

25. Learning and
diversity
Language, ethnicity, race beliefs, and
socioeconomic status can influence learning.
Learning is most effective when
differences in learners’
linguistic, cultural, and social
backgrounds are taken into
account.

26. Standards and
assessment
Setting appropriately 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.
Ongoing assessment – providing
valuable immediate feedback
Standardized assessment – outcomes
assessment
Performance assessment – provide other
sources of information about the attainment of
learning outcomes
Self-assessment – students appraisal
skills

27. SUMMARY OF THE 14
PRINCIPLES
(ALEXANDER & MURPHY)
1
Strategic processing and control
2
Motivation and affect
3
Development and individual differences
4
Situation or context
5
The knowledge base

28. Learner-Centered
Psychological Principles
Finally, the principles are intended to apply to all
learners - from children, to teachers,
administrators, to parents, and to community
members involved in our educational system.
INFLUENCE LEARNERS AND
LEARNING

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