An Overview: Motivational and Affective Factors in Learner-Centered Teaching

 Niño D. Estolas, M. Ed., LPT

    Learner-centered teaching is a pedagogical approach that places the learner at the center of the educational process. In this approach, the teacher assumes the role of a facilitator, guiding and supporting students in their learning journey. While the learner-centered approach has gained popularity in recent years, understanding the motivational and affective factors that drive its success is essential. 

    This article explores the crucial role of motivation and affect in learner-centered teaching and how educators can harness these factors to create more engaging and effective learning environments.

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Motivational Factors

1. Autonomy:

    One of the fundamental principles of learner-centered teaching is the promotion of learner autonomy. Autonomy empowers students to take control of their learning, make decisions, and set goals. When students have a say in what and how they learn, their intrinsic motivation increases significantly. Self-determination theory (Deci & Ryan, 1985) suggests that autonomy is a key driver of motivation, as it fulfills the basic psychological need for autonomy.

2. Relevance:

    Relevance plays a vital role in motivating learners. When students perceive that what they are learning is directly applicable to their lives or future goals, they are more likely to be motivated. Teachers can foster relevance by connecting curriculum content to real-world examples, students' interests, or career aspirations.

3. Competence:

    Feeling competent in a subject or skill is a powerful motivator. Learner-centered teaching provides opportunities for students to experience success and build their confidence. Educators can support competence by providing constructive feedback, scaffolding learning experiences, and setting achievable challenges (Bandura, 1986).

Affective Factors

1. Positive Relationships:

    Building positive teacher-student relationships is crucial for learner-centered teaching. When students feel valued, respected, and cared for by their teachers, they are more likely to engage in the learning process. These emotional connections create a safe and supportive learning environment (Rimm-Kaufman & Sandilos, 2016).

2. Emotional Regulation:

    Emotional regulation skills are essential for learners to manage stress, anxiety, and frustration effectively. Learner-centered teaching can incorporate strategies to help students develop emotional intelligence and self-regulation skills, fostering a positive affective environment (Brackett et al., 2012).

3. Inclusivity:

    In learner-centered teaching, inclusivity is not only about addressing diverse learning styles and abilities but also about creating an emotionally inclusive environment. Recognizing and valuing the diversity of emotions and experiences among students contributes to a more supportive and empathetic classroom (Banks, 2015).

    Learner-centered teaching is a dynamic pedagogical approach that thrives on motivation and affective factors. By understanding and addressing these factors, educators can create a more engaging and effective learning environment. Promoting autonomy, relevance, and competence fosters motivation, while positive relationships, emotional regulation, and inclusivity enhance the affective aspect of learning. When learners are motivated and emotionally engaged, they are more likely to become active participants in their education and achieve better outcomes.

References:

1. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
3. Rimm-Kaufman, S. E., & Sandilos, L. E. (2016). Improving students' relationships with teachers to provide essential supports for learning. American Psychologist, 71(8), 757-767.
4. Brackett, M. A., Rivers, S. E., & Salovey, P. (2012). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 6(1), 88-103.
5. Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge.

 

An Overview: Motivational and Affective Factors in Learner-Centered Teaching by Niño D. Estolas is licensed under a Creative Commons Attribution 4.0 International License.