Characteristics of the Learner

Numerous learner characteristics can influence the effectiveness and appropriateness

of particular instructional methods. Here is a partial list of key learner characteristics.

Motivational Charateristics
Developmental Charateristics
Learning Styles:
Multiple Intelligences
Visual/Audio/Kinesthetic
Prior Knowledge
Economic/Home Life
Values
E.Q.
Culture
Language
Social Skills
Health

Motivational Characteristics
Self-efficacy
Bandura defines the term perceived self-efficacy as a belief in one’s capabilities to
organize and execute the actions necessary to manage particular situations. Bandura
also notes physiological and emotional states can influence individuals to interpret
stress reactions and tension as indicator of vulnerability to poor performance. Therefore
one way to alter self-efficacy is to reduce stress and negative emotional tendencies.
Those who believe they can not manage threats experience high anxiety arousal. They
view many aspects of their environment as fraught with danger (Bandura, 1993).
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Attribution Patterns

Attribution research focuses on the ways that individuals arrive at casual explanations of
what takes place in their lives. Success and failure perceived as due to internal causes
such as personality ability or effort respectively raises or lowers self-esteem or self
worth, whereas external attributions for positive or negative outcomes do not influence
feelings about one (Weiner, 1985)
Productive attribution patterns:
Unproductive attribution patterns (Learned Helplessness):
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Goal Orientation

Mastery Orientation (Learning goal): Student's are concerned with developing skills,
knowledge, understanding.
Performance Orientation ( Performance or ego goals): Student's more concerned with
the outcome (performance) than the process/learning.
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Intrinsic/Extrinsic Motivation

Intrinsic Motivation: Individual is self-directed. Could be derived from a desire for

academic success, knowledge, or working with a positive self-esteem.
Extrinsic Motivation: Individual is other directed. Could be a result of,
 Parental influences: Parents hold academic success in high regard and have
high expectations for the learner.
 Rewards: These could be monetary or material rewards.
 Acknowledgement: Honor roll, or other academic awards, attention of other
students/teacher.
 Classroom privileges for positive academic performances: These could range
from free time, time in organized centers, or other opportunities that students are
not guaranteed.

Developmental Characteristics
Piaget (cognitive)

Sensorimotor
 birth -2 years (infancy)
 simple motor behaviors
 interact with stimuli through senses

Preoperational
 2 -6 years (pre-school)
 able to represent reality through symbols
 relate to surface appearance of objects
  unable to understand causal relationships
 egocentric

Concrete operational
 6 -12 years (school age)
 capable of mental operations
 can combine, separate, and order information
 develop conservation skills
 able to internalize logical systems

Formal operational
 12-19 years (adolescence)
 able to think systematically about relations
 able to understand abstract processes
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Erikson (psychosocial)

Trust vs. Mistrust

 age 1
 infants learn to trust others to meet their basic needs

Autonomy vs. shame and doubt

 age 2
 children learn to control themselves and identify what they can and cannot do by
themselves

Initiative vs. guilt

 ages 3-6
 children learn to initiate activities
 if they are not allowed to do this, they learn to feel guilt for trying to be
independent

Industry vs. inferiority

 ages 7-puberty
 children become competent at activities which are valued by peers and adults
 if children do not become competent at these activities, they feel inferior

Identity vs. role confusion

 adolescence
 adolescents develop personal identity as part of a social group
 if not, they may become confused about who they are

Intimacy vs. isolation

 early adulthood
 young adults find an intimate life companion
  if they do not, they risk feeling lonely and isolated

Generativity vs. stagnation

 middle age
 adults are productive in their work
 if not, they risk stagnation

Integrity vs. despair

 old age
 adults try to make sense of their prior experiences to assure that their lives have
been meaningful
 if not, they may risk despair over unaccomplished goals

http://www.unco.edu/cebs/psychology/kevinpugh/5-7320/ITcomponents/learner.html