Learner- Centered Psychological

Principles (LCP)
Analysis Jerome M. Manila II-BEED

14 psychological principles pertain to the learner and the learning process.

 Focus- psychological factor (internal) under the control of the learner rather than the
physiological factor. (the ways of living things or any of their parts function)
 Attempt to knowledge (external factors) factors. (environmental- contextual)
 Holistically with learners- organized set of principles.
14 Principles: 1. Cognitive and Metacognitive 3. Developmental and Social
2. Motivational and Affective 4. Individual Difference Factors
 Intended to apply to all learners- from children, to teachers, to administrators, to parents,
and to community.

Cognitive and Metacognitive Factors

Cognitive- is mental activities.

Metacognitive- is awareness of one’s own thinking.

- 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.

Example of learning Process:

Motor learning- unconsciously learned.
Cognitive skills- By thinking.
Successful learners are: active, goal oriented, self-regulating, and assume personal
responsibility for contributing to their own learning.

- 2. Goals of the learning Process.

-The successful learner, overtime and with support and instructional guidance, can create
meaningful, coherent (well organized) representation of knowledge.

-Strategic nature of learning- goal directed.

-To construct useful representation 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.

Educators can assist learners in creating meaningful learning goals (consistent) with personal
and educational aspirations and interests.

- 3. Construction of knowledge.
-The successful leaner can link new information with existing knowledge in meaningful
ways.
- Discovering new information from existing knowledge/ prior knowledge.
- Educators can assist learners in acquiring and integrating knowledge:
Number of Strategies:
-Concept Map
- Thematic Organization

- 4. Strategic Teaching
- The successful learner can create and use a repertoire of thinking and reasoning strategies to
achieve complex learning goals.
 Strategic thinking in their approach to learning, reasoning, problem solving
and concept learning.
 To reach learning/ performance goal, to apply in novel situations.
- 5. Thinking about thinking
- Higher order strategies for selecting and monitoring mental operations facilitate creative
and critical thinking.
- Successful learners can reflect on how they think and learn.
- These Higher Order Strategies (Metacognitive) strategies can enhance student learning and
personal responsibility for learning.

- 6. Context of learning
- Learning is influenced by environmental factors, including culture, technology, and
instructional practices.
- Teacher- (inter-active role) learner+ learner environment.
- Cultural or group influences on students can impact many educational relevant variables:
motivation, orientation towards learning and thinking strategies.

Motivational and affective Factors

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

- internal world of thoughts, beliefs, and goals can interfere the learner’s quality of thinking
and information processing.
- Motivational and emotional factor also influences both the quality of thinking and info.
Processing as well as an individual motivation to learn.
-Positive emotion: enhance motivation and facilitate learning and performance.
-Negative emotions: detract from motivation, interfere with learning and contribute to low
performance.