14 LEARNER-CENTERED
PSYCOLOGICAL PRINCIPLES
Presented by GROUP 4
OBJECTIVES
• Understand the four categories of
the learner-centered psychological
principles.
• Identify and explain the 14
principles and how they relate to
student learning.
• Reflect on how these principles can
improve teaching strategies and
student engagement.
BACKGROUND
The 14 Learner-Centered Psychological
Principles were developed by the
American Psychological Association (APA)
to provide a framework based on how
students learn best. These principles are
grounded in psychological research and
are intended to guide the design of
effective teaching and learning
environments.
They are organized into four broad
categories:
CATEGORIE
SI III
Cognitive and Developmental
Metacognitive and Social
Factors Factors
II IV
Motivational Individual
and Affective Differences
Factors Factors
COGNITIVE AND
METACOGNITIVE
FACTORS
Nature of the
Learning Process
Learning is a natural process of
pursuing personally meaningful
goals, and it is most effective
when learners are actively
engaged.
•Learners engage by doing,
asking, and exploring.
COGNITIVE AND
METACOGNITIVE
FACTORS
Goals of the
learning process
The learning of complex subject
matter is most effective when it is
an intentional process guided by
clear, meaningful goals.
•Clear goals guide learning and
focus effort.
COGNITIVE AND
METACOGNITIVE
FACTORS
Construction of
knowledge
Learners build new knowledge
upon the foundation of previous
learning.
Learners connect new information
to prior experiences.
•Learners connect new information
to prior experiences.
COGNITIVE AND
METACOGNITIVE
FACTORS
Strategic
thinking
Successful learners can create and
use a repertoire of thinking and
reasoning strategies to achieve
complex learning goals.
• Strategic tools support deeper
understanding.
COGNITIVE AND
METACOGNITIVE
FACTORS
Thinking about
thinking
(metacognition)
Learners can monitor and adjust
their thinking and learning
strategies for more effective
learning.
•Learners reflect on how they think
and learn.
MOTIVATIONAL AND
AFFECTIVE FACTORS
Motivation and
emotion
What and how much is learned is
influenced by motivation, which in
turn is influenced by the learner’s
emotional states, beliefs, interests,
and goals.
Emotions drive engagement and
persistence.
MOTIVATIONAL AND
AFFECTIVE FACTORS
Intrinsic
motivation to
learn
Learners are more motivated when
they are encouraged to take
ownership of their learning through
autonomy, relevance, and choice.
•Choice and autonomy foster
deeper interest.
MOTIVATIONAL AND
AFFECTIVE FACTORS
Effects of
motivation on
effort
Effort is crucial for learning, and
learners' beliefs about their
competence and control affect how
much effort they put into learning.
•Confidence increases
perseverance.
DEVELOPMENTAL AND
SOCIAL FACTORS
Developmental
influences on
learning
As individuals develop, there are different
opportunities and constraints on learning;
instruction should be appropriate to the
developmental level of the learner.
Age-appropriate methods enhance
understanding.
DEVELOPMENTAL AND
SOCIAL FACTORS
Developmental
influences on
learning
Learning is influenced by social interactions,
interpersonal relationships, and communication
with others.
Collaboration fosters both academic and social
skills.
INDIVIDUAL
DIFFERENCES FACTORS
Individual
differences in
learning
Learners have different strategies,
approaches, and capabilities for learning
that are influenced by prior experience,
culture, and genetic factors.
Different students need different
learning modalities.
INDIVIDUAL
DIFFERENCES FACTORS
Learning and
diversity
Learning is most effective when
differences in learners’ linguistic,
cultural, and social backgrounds
are acknowledged and respected.
Inclusive content boosts belonging
and relevance.
INDIVIDUAL
DIFFERENCES FACTORS
Standards and
assessment
Assessment provides essential feedback
that can motivate learners and guide
instruction, especially when it is aligned
with clear, challenging learning goals
•Clear criteria and feedback drive
improvement.
INDIVIDUAL
DIFFERENCES FACTORS
Self-regulation
Learners benefit from opportunities to
assume increasing responsibility for
their learning by setting goals,
monitoring their progress, and
reflecting on outcomes.
•Goal-setting and reflection support
autonomy.
CONCLUSION
The 14 Learner-Centered Psychological
Principles provide a powerful framework for
understanding how students learn best. By
focusing on cognitive, emotional,
developmental, and individual differences,
these principles remind us that effective
teaching begins with the learner at the
center.
THANK
YOU !