 The Learner-Centered Psychosocial 7.

Motivational and emotional influences on

Principles were put together by American learning
Psychological Association. - Motivation to learn, in turn, is influenced
 Focused on psychological factors that are by the individual’s emotional states,
primarily internal to and under the control of beliefs, interests and goals, and habits of
the learner. thinking.
 The principles are intended holistically with 8. Intrinsic motivation to learn
learners in the context of real-world learning - The learner’s creativity, higher order
situations. thinking, and natural curiosity all
contribute to motivation to learn.
The 14 principles are divided into: 9. Effects of motivation on effort
- Acquisition of complex knowledge and
1. Cognitive and Metacognitive
skills requires extended learner effort
2. Motivational and affective
and guided practice.
3. Developmental and social
4. Individual difference factors Developmental and Social Factors
Cognitive and Metacognitive Factors 10. Developmental influences on learning
- As individuals develop, there are
1. Nature of the learning process.
different opportunities and constraints
- The learning of the complex subject
for learning.
matter is most effective when it is an
11. Social influences on learning
intentional process of constructing
- Learning is influenced by social
meaning from information and
interactions interpersonal relations, and
experience.
communication with others.
2. Goals of the learning process
- The successful learner, over time and Individual Differences Factors
with support and instructional guidance,
can create meaningful, coherent 12. Individual differences in learning
representations of knowledge. - Learners have different strategies,
3. Construction of knowledge approaches, and capabilities for learning
- The successful learner can link new that are a function of prior experience
information with existing knowledge in and heredity.
meaningful ways. 13. Learning and diversity
4. Strategic thinking - Learning is most effective when
- The successful learner can create and use differences in learner’s linguistic,
a repertoire of thinking and reasoning cultural, and social backgrounds are
strategies to achieve complex learning taken into account
goals. 14. Standards and assessment
5. Thinking about thinking - Setting appropriately high and
- Higher order strategies for selecting and challenging standards and assessing the
monitoring mental operations facilitate learner as well as learning progress.
creative and critical thinking. Alexander Murphy – gave a summary of the 14
6. Context of learning principles:
- Learning is influenced by environmental
factors, including culture, technology, 1. The knowledge base – one’s existing
and instructional practices. knowledge serves as the foundation of all
future learning.
Motivational and Affective Factors
Page 1 – 9
 2. Strategic processing and control – learners  Infancy – from birth to 2 years.
can develop skills to reflect their thoughts - A time of extreme dependence on adults
and behaviors. with many psychosocial activities about
3. Motivation and affect – factors such as to begin.
intrinsic motivation, reasons for wanting to  Early childhood – 3 to 5 years.
learn, personal goals and enjoyment of - Pre-school years.
learning tasks. - Learn to become more self-sufficient
4. Development and individual differences – and to care for themselves.
learning is a unique journey for each person. - Develop school readiness skills and
5. Situation or context – learning happens in spend many hours to play with peers.
the context of a society as well as within an  Middle and late childhood – 6 to 12 years.
individual. - Fundamental skills of reading, writing,
1. Development is lifelong – it does not end in and arithmetic are mastered.
adulthood.  Adolescence – 13 to 18 years.
2. Development is plastic – plasticity refers to - Begins with rapid physical changes.
the potential for change. - Development of sexual characteristics.
3. Development is multidimensional – it - More time is spent outside of the family.
consists of biological, cognitive, and socio-  Early adulthood – 19 to 29 years.
emotional dimensions. - Time to establish personal and economic
 Dimension as a process is complex because independence, career development etc.
it is the product of biological, cognitive, and  Middle adulthood – 30 to 60 years.
socioemotional. - Time of expanding personal and social
 Biological processes involve changes in the involvement and responsibility.
individual’s physical nature. - Reaching and maintaining satisfaction in
 They will experience hormonal changes they a career.
reach the period of puberty.  Late adulthood – 61 years and above.
 Development is relatively orderly. - Time for adjustment to decrease strength
 Development takes place gradually. and health, retirement, and adjustment to
 Cognitive processes involve changes in the social roles.
individual’s thought intelligence, and  Both nature and nurture, continuity and
language. discontinuity, stability and change
 Socioemotional processes include changes characterize our life-span development.
in the individual’s relationship with other  The key to development is interaction of
people. nature and nurture rather than either factor
4. Development is contextual – individuals are alone.
changing beings in a changing world.  Teachers as Consumers/End Users of
5. Development involves growth, maintenance Research – gives teachers and also policy-
and regulation – growth, maintenance and makers important knowledge to use in
regulation are three goals of human decision-making for the benefit of learners
development. and their families.
8 developmental stages given by Santrock are same  Teachers as Researchers – conduct of
with Havighurst’s 6 developmental stages. research does not only belong to thesis and
dissertation writers.
 Pre-natal period – referring to pre-natal
development.
- Involves a tremendous growth from a Page 11 – 51
single cell to an organism.
  The Scientific Method – one important  Erogenous zone – a specific area that
principle in research is adherence to the becomes the focus of pleasure needs. This
scientific method, since research is a may be the mouth, anus and the genitals.
systematic and a logical process.  Fixation – results from the failure to satisfy
- Identify and define the problem the needs of a particular psychosexual stage.
- Determine the hypothesis
- Collect and analyze data Freud’s Stages of Psychosexual Development
- Formulate conclusions  His theory of psychosexual development
- Apply conclusions to the original includes five distinct stages.
hypothesis
 Oral Stage (birth to 18 months)
 Identifying the problem is the first step in - The child if focused on oral pleasures
research (sucking).
 Hypothesis – a tentative answer to the - Oral receptive have a tendency to
research problem, also referred to as an smoke, drink alcohol, overeat.
“educated guess”. - Oral aggressive have a tendency to bite
 Research designs – researches that are done his or her nails, or curse words or even
with high level of quality and integrity gossip.
provide us with valuable information about  Anal Stage (18 months – 3 years)
child and adolescent. - The child finds satisfaction in
 Ethical principles eliminating and retaining feces.
- to serve the genuine purposes of - Anal retentive is an obsession with
research. cleanliness, perfection, and control
- Serves as reminders that researchers - Anal expulsive – where the person may
should strive to protect subjects of the become messy and disorganized.
study to maintain integrity of the  Phallic Stage (ages 3 to 6)
research. - The pleasure or erogenous zone is the
Some key points genitals.
- Oedipus Complex is where boys develop
 Research procedure must never harm unconscious sexual desire for their
children, physically or psychologically. mother.
 Children and their families have their right - Electra Complex is believed that girls
to full information about the research in may also have a develop unconscious
which they may participate. sexual attractions towards their father.
 Children’s questions about the research  Latency Stage (age 6 to puberty)
should be answered in a truthful manner and - Sexual urges remain repressed.
in ways that children can understand. - Focused on the acquisition of physical
 There should be respect for privacy and academic skills.
- Information obtained through research  Genital Stage (puberty onwards)
with children should remain - Fifth stage of psychosexual development
confidential. begins at the start of puberty when
 The Data Privacy Act of 2012 – to protect sexual urges are once again awakened.
the fundamental human right of privacy of  Freud’s Personality Components
communication while ensuring free flow of - Freud described the personality
information to promote innovation and structures as having three components:
growth. a. Id
b. Ego
c. Superego
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