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Major factors that impact the process of learning - Coggle Diagram
Major factors that impact the process of learning
Social Environment
School
teacher expectations
- how much does the instructor support the learner, and how much is expected of the learner in terms of intellect and academic success? These beliefs, positive or negative, have at least some impact on the learner's motivations and work.
Peer groups
value of intelligence
- if the peer group in which the learner is a member of values intellect and academic success, then this could positively impact the learner's actions and motivation.
Adult influences
coaches & mentors
- does the learner have other positive adult influences in their life? Are there other sources of encouragement and reinforcement to motivate the learner to pursue academic development?
Family Influences
Support of learning
what supports are in place to promote learning activities?
Does the learner have a place to study and time devoted to the pursuit? Do they have access to the tools necessary to succeed in the academic area they're pursuing?
Financial & health stresses
how does financial or health stresses on the family impact their focus and motivation?
When stress in these areas are high, it can be extremely difficult for a learner to concentrate on other areas. Learning and academic success can be relegated to a position of secondary or tertiary importance.
Cultural values
is learning important to the family's culture?
Within the individual family and the broader community that the family belongs to, what importance is placed on learning and intellect?
Mental Processes
Cognition and metacognition
memory and recall
- how do their mental processes align with the way material is being taught? Are they able to appropriately store and recall the material as demanded by the subject area?
awareness of learning
- do they think about their own learning processes and work to improve them? Is there an awareness of their own strengths and weaknesses in terms of learning?
Neurodiversity
diagnosis and support
- if neurodiversity exists, has it been appropriately identified? If so, has the learner been made aware of coping mechanisms and strategies to better support learning and success?
external supports
- is the learner in an environment that provides support for their neurodiversity if it's needed? Are others supportive of their needs and goals within this environment?
Personal attitudes
self-fulfilling prophesy
- what does the learner believe about their own capacity and capability? Do they have a fixed or growth mindset for the subject area?
values and goals
- where does learning and academic success fit in to the learner's larger worldview? Is intellect something they personally value in themselves and others? Is success in this area one of their primary goals?
Behavior & Reinforcement
Classroom
positive classroom reinforcement
- do the processes, rewards, and punishments within the classroom create an environment that encourages the learner to work harder to achieve the goals of the course?
negative classroom reinforcement
- is the classroom environment set up in such a way that hard work is actually punished or devalued for the learner?
Home
positive reinforcement at home
- does the home environment provide encouragement and support for intellect and work focused on academic success?
negative reinforcement at home
- is there an environment within the home that discourages or punishes work toward academic success or time devoted to learning endeavors?
Peer groups
negative peer reinforcement
- the peer group values skills and abilities other than academics and intellect and either does not care about academic success or actively mocks/devalues it. This can cause a decrease in effort toward learning.
positive peer reinforcement
- intellect and academic success are highly valued by the peer group which creates an additional motivation for the learner to succeed