BEYOND THE CLASSROOM: EXPLORING THE INTERPLAY OF COGNITIVE, EMOTIONAL, AND SOCIAL FACTORS IN HUMAN LEARNING

Abstract

This study explored the psychological, effective and cognitive processes that affects individuals' acquisition, processing, and retention. It discussed the basic psychological concepts such as constructivism, behaviorism, Cognitive Load theory, and metacognition and how their related concepts apply to the present world of teaching and learning. The study also examined how the social context, cultural background and individual differences such as neurodiversity affects the learning outcome. Key chemical processes in the learning process were mentioned: attention, memory and executive functioning. This study was based on the theories from the field of educational psychology, developmental studies and neuroscience, thus taking a multidisciplinary approach to learning throughout the lifecycle. It also discussed the technology, peer interaction and self-directed learning as a way to construct knowledge in formal and informal education. The design was mixed methods research taking quantitative and qualitative data: questionnaires, standardized psychological assessment and semi-structured interviews, classroom observation. Both quantitative and qualitative data were analyzed to explore the linkage between various cognitive, contextual and motivational characteristics and to evaluate the effectiveness of instruction, and further, to gain insights into the experiences of the learners and the educators. The study encompassed a broad view of what worked and what didn't in the learning process as well as evidence-based, learner-centered strategies that engendered engagement and resilience, curiosity and lifelong learning. The findings provided guidelines for education practitioners, psychologists and education policymakers interested in enhancing teaching and learning.