Learner-Centered Psychological Principles (LCP)

Module 2:

Learner-Centered
Psychological Principles (LCP)
Learner-Centered
Psychological Principles

The LCP were put together by the American Psychological
Association. The following 14 psychological principles
pertain to the learner and learning process.
• The principles are intended to deal holistically with

learners in the context of real-world learning
situations.
The 14 principles are divided into those referring to:
 Cognitive ad metacognitive
 Motivational and affective
 Developmental and social
 Individual difference factors
Finally, the principles are intended to apply to all learners –

from children, to teachers, to administrators, to parents, and
to community members involved in our educational system
Cognitive and metacognitive factors
1. Nature of Learning Process 
 the learning of complex subject matter is most effective when
it is an international process of constructing meaning from
information and experience.
• Learning in schools emphasizes the use of intentional processes

that students can use to construct meaning from information,
experiences and their own thoughts and beliefs
• Successful learners are active, goal—directed, self – regulating,

and assume personal responsibility for contributing to their own
learning
2. Goal of the Learning Process
 
the successful learner, over time and with support and
instructional guidance, can create meaningful, coherent
representations of knowledge.
• The strategic nature of learning requires students to goal-

directed
• The students must generate and pursue personally relevant

goals to construct useful representations of knowledge and to
acquire the thinking and learning strategies necessary for
continued learning success across the life span
3. Construction of Knowledge


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
• The nature of these links can take variety of forms, such as

adding to, modifying, or reorganizing existing knowledge or
skills.

• Educators can assists learners in acquiring and integrating
knowledge by a number of strategies such as concept
mapping and thematic organization or categorizing
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 in their approach to learning

reasoning, problem solving, and concept learning.
• they understand and an use a variety of strategies to help

them reach learning ad performance goals, and to apply their
knowledge in novel situation

• They also continue to expand their repertoire of strategies
by reflecting on the methods they use to see which work
well for them, by receiving guided instruction and
feedback, and by observing or interacting with appropriate
models
5. Thinking about thinking


Successful learners can reflect on how they think and learn,
set reasonable learning or performances goals, select potentially
appropriate learning strategies or methods, and monitor their
progress towards these goals.
• Successful learners know what to do if a problem occurs or if

they are not making sufficient or timely progress toward a goal
• They can generate alternative methods to reach their goal (or

reassess the appropriateness and utility of the goal)
6. Context of Learning


Learning is influenced by environmental factors, including
culture, technology and instructional practices.
• Cultural or group influences on students can impact many

educationally relevant variables, such as motivation,
orientation toward learning, and ways of thinking
• Technologies and instructional practices must be appropriate

fro learners’ level of prior knowledge, cognitive abilities, and
their learning and thinking strategies
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 the
individual’s emotional states, beliefs, interests and goals, and
habits of thinking
• The rich internal world of thoughts, beliefs, goals, and

expectation for success or failure can enhance or interfere with
the learner’s quality of thinking and information processing.
*

• Students’ belief about themselves as learners and the nature
of learning have a marked influenced on motivation.
• Motivational and emotional factors also influence both the

quality of thinking and information processing as well as an
individual’s motivation to learn
8. 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.
• Intrinsic motivation is facilitated on tasks that learners perceive

as interesting and personally relevant and meaningful,
appropriate in complexity and difficulty to the learner’s abilities,
and on which they believe hey can succeed.
• it also facilitated on tasks that are comparable to real-world

situations and meet needs for choice and control
9. Effects of motivation on effort
 
Effort is another major indicator of motivation to learn. The
acquisition of complex knowledge and skills demands the
investment of considerable learner energy and strategic effort,
along with persistence over time.
• Effort is another major indicators of motivation to learn. The

acquisition of complex knowledge and skills demands the
investment of considerable learner energy and strategic effort,
along with persistence over time.
• Educators need to be concerned with facilitating motivation by
strategies that enhance learner effort and commitment to learning
and to achieving high standards of comprehension and
understanding
Developmental and Social Factors

10. Developmental influences on learning
 learning is most effective when differential developmental
within and across physical, intellectual, emotional, and social
domains is taken into account.
• Individuals learn best when material is appropriate to their

developmental level and is presented in an enjoyable and
interesting way
• The cognitive, emotional and social development of individual

learners and how they interpret life experiences are affected by
prior schooling, home, culture, and community factors
11. Social influence on learning
 
Learning can be enhanced when the learner has an opportunity
to interact and to collaborate with others on instructional tasks.
• Learning can enhanced when the learner has an opportunity to

interact and to collaborate with others on instructional tasks.
• Learning setting that allow or social interactions, and that respect
diversity, encourage flexible thinking and social competence
• Positive learning climate can also help to establish the context for
healthier levels of thinking, feeling and behaving. Such context
help learners feel safe to share ideas, actively participate in the
learning process, and create a learning community
Individual differences factors

12. Individual differences in learning
 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.
• The interaction between learner differences and curricular and

environmental conditions is another key factor affecting
learning outcomes
13. Learning and Diversity


learning is most effective when differences in earners’
linguistic, cultural, and social backgrounds are taken into
account
• The level of motivation and achievement are enhanced when

learners perceive that their individual differences in abilities,
backgrounds, cultures, and experiences are valued, respected
and accommodated in learning tasks and concerns
14. 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 learning process
• Assessment provides important information to both the learner and

teacher at all stages of the learning process.
• Effective learning takes place when learners feel challenged to works
towards appropriately high goals
• Appraisal of the learner’s cognitive strengths and weaknesses, as well
as current knowledge and skills, is important for the selection of
instructional materials of optimal degree of difficulty
Alexander and Murphy gave a summary of the
14 principles and distilled them into five areas:

1. The knowledge base
 One’s knowledge serves as the foundation of all future
learning.
2. Strategic processing and control

 Learners can develop skills to reflect and regulate their
thoughts and behaviors in order to learn more effectively.
3. Motivation and affect

 Factors such as intrinsic motivation, reasons for wanting to learn,
personal goals and enjoyment of learning tasks all have a crucial
role in the learning process.

4. Development and Individual Differences
 Learning is a unique journey for each person because each
learner has his own unique combination of genetic and
environmental factors that influence him.
5. Situation or context
 Learning happens in the context of a society as well as
within an individual.

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Module 2:

• The principles are intended to deal holistically with

Finally, the principles are intended to apply to all learners –

• Learning in schools emphasizes the use of intentional processes

• Successful learners are active, goal—directed, self – regulating,

• The strategic nature of learning requires students to goal-

• The students must generate and pursue personally relevant

• Knowledge widens and deepens as students continue to build

• The nature of these links can take variety of forms, such as

• Successful learners use in their approach to learning

• they understand and an use a variety of strategies to help

• Successful learners know what to do if a problem occurs or if

• They can generate alternative methods to reach their goal (or

• Cultural or group influences on students can impact many

• Technologies and instructional practices must be appropriate

• The rich internal world of thoughts, beliefs, goals, and

• Motivational and emotional factors also influence both the

• Intrinsic motivation is facilitated on tasks that learners perceive

• it also facilitated on tasks that are comparable to real-world

• Effort is another major indicators of motivation to learn. The

• Individuals learn best when material is appropriate to their

• The cognitive, emotional and social development of individual

• Learning can enhanced when the learner has an opportunity to

• The interaction between learner differences and curricular and

• The level of motivation and achievement are enhanced when

• Assessment provides important information to both the learner and

2. Strategic processing and control

3. Motivation and affect

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