fact

orsaf
fect
ingl
earni
ng.Fact
orsaff
ecti
nglear
ningamongi
ndi
vi
dualsv
ar i
esindiff
erentway
s
baseongeneti
corenvi
ronment
alfact
ors.Her
earesomeofthef
actor
saffecti
nglearni
ng:

1.Cogni
ti
veFact
ors:

-Intell
igenceandapt it
ude: Learner
swi t
hhi ghercogni
ti
veabil
i
ties,suchasst r
ongerreasoning
andinformat ionprocessingskil
ls,of
tenfinditeasiert
ounderst
andcompl exconcepts.For
exampl e,studentswithhighf l
uidint
ell
i
gencemayexcel atsol
vi
ngnov elpr
oblems,whilethose
withhighcr ystal
l
izedintell
i
gencemaybet terrecal
landapplyt
heirexisti
ngknowledge.

-Priorknowledgeandexperience:
Learnerswhohav emorerelev
antbackgroundknowl edge
andexperienceinasubjectar
eacanmor eeasi
lyi
ntegrat
enewi nf
ormationandmake
connecti
ons.Forinst
ance,astudentwit
hpr i
orexperi
enceinprogr
ammi ngwillf
inditeasiert
o
l
earnanewpr ogramminglanguagecompar edt
osomeonewi t
hnocodingexper i
ence.

-Memor ycapacit
yandretr
ieval
:Learnerswi
thbettermemorycapaci
tyandtheabil
it
yto
eff
ect
ivel
ystoreandrecal
li
nformationtendtoperf
orm bett
eracademi
call
y.Resear
chhas
shownthatstr
ategi
esli
kespacedr epeti
ti
onandretr
ieval
pract
icecanenhancememor yand
l
earni
ng(Roediger&Karpi
cke,2006).

-Att
entionandconcent
rat
ion:Maint
aini
ngfocusandat
tenti
oniscruci
alf
orlearni
ng,asit
al
lowslearner
stoacti
vel
yprocessandengagewi t
hthemater
ial
.Techni
queslikemindful
ness
andli
miti
ngdistr
act
ionscanhelpimproveat
tenti
onandl
earni
ngoutcomes( Mrazeketal.
,2013)
.

2.Mot
ivat
ional
Fact
ors:

-Intri
nsi
cmotivati
on:Lear
nerswhoareint
ri
nsical
lymot i
vat
ed, suchast hosewhof i
ndthe
subjectmatt
eri
nherentl
yint
eresti
ngormeaningful
,tendtoexhibitdeeperengagementand
bett
erlear
ningoutcomes.Forexample,
astudentwhoi sgenuinelypassionateaboutsci
encei
s
morel i
kel
ytodelvedeeperi
ntothesubj
ectandexploreitbey
ondt hecurri
culum (
Ryan&Deci,
2000).

-Ext
ri
nsi
cmotivati
on:Whileextr
insi
cfactorsli
kegr adesandrewar
dscanmot ivatelear
ners,
theymayhavedif
f er
entlong-
term eff
ectscompar edt oi
ntr
insi
cmoti
vati
on.Excessiverel
iance
onextri
nsi
crewardscansomet imesunder mineintr
insicmotiv
ati
onandleadtoaf ocuson
perfor
mancerat
hert hanmastery(Decietal.
,1999).

-Goalori
ent
ati
on:Lear nerswithamasterygoalori
entat
ion,
whoar efocusedoni mprovi
ng
theirski
l
lsandunderstanding,tendtohavebett
erlear
ningoutcomesthant hosewitha
performancegoalori
entation,whoarepri
mar i
l
yconcernedwithoutperformingother
s.Thi
sis
becausemast er
y-or
ientedlearnersaremoreli
kel
yt oengageinchal
lengingtasksandpersi
sti
n
t
hef
aceofdi
ff
icul
ti
es(
Dweck,
1986)
.

3.Emot
ional
Fact
ors:

-Anxi
ety,
str
ess,andfear
: Hi
ghlevelsofnegativ
eemot i
onscanimpaircognit
iveprocesses,
suchasmemor yandprobl
em- sol
vi
ng, andhi
nderlearni
ng.Fori
nst
ance,testanxi
etycanl eadt
o
poorperfor
manceonexams, astheanxietyi
nterf
ereswiththel
ear
ner'
sabili
tytoeff
ectively
recal
landapplythei
rknowledge(Eysencketal.,
2007).

-Moodandemot ionalst
ate:Posi
ti
veemot i
onalstat
es,suchasexcit
ementorcontent
ment,
canenhancel
earni
ngbyf aci
li
tat
ingtheengagementofcogniti
veresourcesandpromot
ing
cur
iosi
tyandexpl
orati
on.Incontr
ast,negat
ivest
atesli
keboredom orfr
ustrat
ioncani
mpede
l
earni
ng(Pekr
un,2006).

-At t
it
udet owardslearni
ngandthesubjectmatter:
Learnerswit
haposi t
iveatt
it
udeand
i
nt erestinthesubjectmat t
erar
emor el
ikelyt
oact i
velyengagewit
ht hemateri
al,l
eadi
ngto
bet t
erlearningoutcomes.Forexample,
ast udentwhoenj oysr
eadingandwr i
ti
ngismor el
ikel
y
toexcel inlit
eratur
eclassescomparedtoast udentwhohasanegat iveat
tit
udetowardsthe
subject( Schief
ele,1991).

4.Soci
alandEnv
ironment
alFact
ors:

-Fami l
yandpeersupport:
Thel ev
elofencouragementandsupportfr
om famil
y,f
ri
ends,and
peerscansigni
fi
cant
lyi
mpactal earner
'smotiv
ationandengagement.Lear
nerswhoreceive
str
ongsocialsuppor
taremor el
ikel
ytopersi
stinthefaceofchal
lengesandachiev
ebetter
l
earningoutcomes(Wentzel
,1998).

-Teacher-
studentrel
ati
onships:Positi
veandsupporti
verelati
onshipsbetweenteacher
sand
studentscanf ost
eramor econduciv el
earningenvi
ronment.Whenl earner
sfeelv
alued,
respected,
andunder st
oodbyt heirteachers,t
heyaremorelikel
ytobeengagedandmot ivat
ed
tolearn(Corneli
us-
White,2007).

-Classroom cli
mateandcul tur
e: Factor
ssuchasthel evelofcoll
abor at
ion,
incl
usi
vit
y,and
i
ntel
lectualchall
engeintheclassroom caninfl
uencelearning.Aclassroom envir
onmentthat
pr
omot esact i
veparti
cipat
ion,i
ntell
ectualdi
scour
se,andagr owthmi ndsetcanenhance
l
earning(Kaplanetal.
,2002).

-Accesstoeducat i
onalresources:Theav ai
labil
i
tyandqual
it
yoflearni
ngmat eri
als,
technology,andotherresourcescansignifi
cantlyimpactl
ear
ningoutcomes.Disparit
iesi
n
accesst otheseresourcescancr eatebarr
ierstolear
ning,
especi
all
yforstudent
sfrom
disadvantagedbackgrounds( Reardon,2011).
5.Phy
siol
ogi
cal
Fact
ors:

-Physical
healt
handnut ri
tion:Adequatenutrit
ion,phy
sicalacti
vi
ty,
andov er
allheal
thcan
suppor
tcognit
ivefunct
ionandener gylevels,whichareessential
foreff
ecti
velearni
ng.For
example,st
udi
eshav eshownt hatr
egularexerci
secani mprovememor y,at
tenti
on,and
academicperf
ormancei nstudents(Si
bley&Et nier,
2003).

-Sleepquali
tyandquanti
ty:
Suffi
cientandhigh-
quali
tysl
eepiscrucial
forl
ear
ning,
memory
consoli
dati
on,andcogni
ti
veprocesses.Lackofsleepcanimpairatt
enti
on,memory,and
deci
sion-maki
ng,ul
ti
matelyhi
nderi
ngl ear
ning(Curci
oetal
.,2006).

-Sensoryabil
i
ties:Anyimpair
ment sinvisi
on,heari
ng,orothersensescanaffectthelearner'
s
abili
tyt
oper cei
veandpr ocessinfor
mat i
oneffecti
vel
y.Addressingthesesensoryissues,such
aspr ovi
dingassisti
vetechnol
ogiesoraccommodat i
ons,canhelplearner
sbetterengagewi th
thelearni
ngmat erial(
Sti
nson&Ant ia,
1999).

6.Cogni
ti
veLear
ningSt
rat
egi
es:

-Elaboration,organizati
on,andrehearsal
:Lear
nerswhoacti
v el
yengageinthesecogni
ti
ve
strategies,suchasconnect i
ngnewi nformati
ontopri
orknowledge,organi
zi
nginfor
mati
on
hierarchical
ly,andr epeatedl
ypracti
cingret
ri
eval
,tendtohav
ebet terl
earni
ngoutcomes
(Dunl oskyetal.,2013) .

-Met acognit
ionandself-
regulati
on:Theabili
tytomoni t
orandr egul
ateone'sownl earni
ng
process,suchassetti
nggoal s,monit
oringprogress,
andadj usti
nglearni
ngstrategi
es,can
enhancelearni
ngef f
ecti
veness.Learnerswhodemonst ratestrongmet acogni
tiv
eski l
lsare
oftenmor esuccessf
ulintheiracademicpursuits(Pi
ntr
ich,2000).

-Transferoflear
ningt
onewcont exts:Learnerswhocanapplythei
rknowledgeandski l
l
sto
novelsi
tuati
onsdemonst r
ateadeeperunder standi
ngofthemateri
al.St
rat
egiesthatpromote
tr
ansfer,
suchast eachi
ngforunderstandi
ngandencour agi
ngtheuseofknowl edgeindif
fer
ent
context
s,canleadtomor emeaningfulandlastingl
ear
ning(Per
kins&Salomon, 1992).

Byunder standingandaddressingthesedi
versefact
ors,educatorsandl ear
nerscancr
eat
emor
e
eff
ectiv
el earningenvi
ronmentsandempl oystrat
egiest
hatcatert otheuniqueneedsand
charact
er i
sticsofindi
vi
duallearner
s,ul
ti
matelyenhanci
ngt hei
rlearningoutcomes.

Ref
erences:
Corneli
us-Whi
te,
J.(
2007).Lear
ner-center
edteacher-
studentr
elat
ionshi
psar
eef
fect
ive:
Amet
a-
analy
sis.Revi
ewofEducati
onalResearch,77(
1),113-
143.

Cur
cio,G.
,Ferr
ara,
M.,
&DeGennar o,
L.(2006).Sl
eeploss,
lear
ningcapaci
ty,
andacademi
c
per
formance.Sl
eepMedi
cineRev
iews,10(5)
,323-337.

Deci
,E.L.
,Koest
ner,R.
,&Ryan,
R.M.(1999)
.Ameta-anal
yticrevi
ewofexper
imentsexamini
ng
t
heeffect
sofextr
insi
crewar
dsonint
ri
nsicmot
ivat
ion.Psychologi
cal
Bull
eti
n,125(
6),627-
668.

Dunlosky,J.
, Rawson,K.A.,Marsh,E.J.
,Nathan,M.J.,&Will
i
ngham, D.T.(
2013).Impr
ov i
ng
students'
learningwit
heffecti
velearni
ngtechniques:Pr
omisi
ngdi r
ecti
onsfr
om cognit
iveand
educati
onal psychol
ogy.Psychologi
calSci
encei nthePubl
i
cI nt
erest,
14(1)
,4-58.

Dweck,C.S.(
1986)
.Mot
ivat
ional
processesaf
fect
ingl
ear
ning.Amer
icanPsy
chol
ogi
st,
41(
10)
,
1040-
1048.

Eysenck,
M.W.,Derakshan,N.
,Santos,
R.,&Calv
o,M.G.(2007).Anxi
etyandcogni
ti
ve
perf
ormance:
Attenti
onalcont
rolt
heory.Emot
ion,7(
2),
336-353.

Kaplan,A.
,Gheen,
M.,&Midgl
ey,
C.(2002).Cl
assroom goalst
ructur
eandst
udentdi
srupt
ive
behaviour
.Bri
ti
shJour
nal
ofEducat
ionalPsychol
ogy,72(2)
,191-211.

Mrazek,
M.D.,
Smallwood,J.
,&School
er,
J.W.(2012).Mi
ndful
nessandmi nd-
wander
ing:
f
indi
ngconv
ergencethr
oughopposi
ngconst
ructs.Emoti
on,
12(3),
442-448.

Pekr
un,R.(2006)
.Thecontrol
-val
uetheoryofachi
evementemot i
ons:Assumptions,
coroll
aries,
andi
mplicati
onsforeducat
ionalr
esearchandpract
ice.Educat
ional
PsychologyReview,18(4),
315-
341.

Perki
ns,D.N.
,&Sal
omon,G.(
1992)
.Tr
ansf
erofl
ear
ning.I
nter
nat
ional
Ency
clopedi
aof
Educati
on,2,
6452-
6457.

Pintr
ich,P.R.(2000).Theroleofgoal
or i
ent
ati
oni
nsel
f-
regul
atedl
ear
ning.I
nHandbookofsel
f-
regul
ation(pp.451-502).AcademicPress.

Rear
don,S.F.(
2011).Thewideningacademicachi
evementgapbet
weent
her
ichandt
hepoor
:
Newevidenceandpossibl
eexplanat
ions.Whit
heroppor
tuni
ty,
91-
116.

Roedi
ger
,H.L.,
&Karpicke,J.D.(
2006).Test-
enhancedl
ear
ning:
Taki
ngmemor
ytest
simpr
oves
l
ong-t
ermret
enti
on.Psychologi
calSci
ence,17(3)
,249-
255.

Ryan,
R.M. ,&Deci
,E.L.(
2000).I
ntri
nsi
candextr
insi
cmot i
vati
ons:
Classi
cdef
ini
ti
onsandnew
di
rect
ions.Cont
emporaryEducat
ionalPsy
chol
ogy,25(1)
,54-67.

Schi
efel
e,U.(
1991)
.Int
erest
,lear
ning,
andmot
ivat
ion.Educat
ional
Psy
chol
ogi
st,
26(
3-4)
,299-
323.
Sibl
ey,B.A.
,&Etni
er,
J.L.(2003)
.Therelati
onshi
pbetweenphysical
act
ivi
tyandcogni
ti
oni
n
chil
dren:amet
a-anal
ysi
s.Pediat
ri
cExerciseSci
ence,
15(3)
,243-256.

St
inson,M.S.
,&Anti
a,S.D.(1999)
.Consi
derat
ionsineducat
ingdeafandhard-
of-
hear
ing
st
udentsini
ncl
usi
vesetti
ngs.Jour
nalofDeafStudi
esandDeafEducation,
4(3)
,163-
175.

Wentzel
,K.R.(
1998).Social
relat
ionshi
psandmotiv
ati
oninmiddl
eschool
:Ther
oleofpar
ent
s,
t
eachers,
andpeers.JournalofEducati
onal
Psychol
ogy,90(
2),
202-
209.