The Four Learning Orientations

Learners situationally fall along the continuum of learning orientations. Depending on the specific learning circumstances, a learner may cover a full range of one learning orientation or move downwards or upwards in response to negative or positive responses, conditions, resources, results, expectations, and experiences. Most learners will respond with some level of resistance in negative environments. Upward change into new learning orientations requires greater effort and learner control and stronger intentions, feelings, and beliefs about learning.

Performing learners are low-risk, skilled learners that consciously, systematically, and capably use psychological processes, strategies, preferences, and self-regulated learning skills to achieve learning objectives and tasks. In contrast to transforming learners, performing learners are more selective about how hard they work toward learning goals, especially those set by others.

Performing learners

• need an important reason or seek benefits, that they value, to push themselves toward more intentional performance (e.g., greater effort and higher standards)

• take fewer risks with mistakes and challenging or difficult goals

• prefer procedures, processes, and principles to theories and abstract concepts

• focus on grades and normative achievement standards

• rely on coaching relationships (e.g., guided discovery), available external resources, and social influences to accomplish a task

• are more detail-, task, and short-term vs. long-term oriented

• prefer team or group relationships and social interaction

• acknowledge that they may limit or constrain learning effort (e.g., they do not have enough time) by focusing on stated objectives, getting the grade, or avoiding exploratory steps or discovery beyond learning requirements

• with higher LOQ scores tend to be more process oriented in contrast to procedural oriented.

To improve, performing learners should acquire more abstract and holistic thinking, strategic planning, and long-term goal-setting skills. They should learn to understand or perceive greater value in areas that they may not otherwise notice or deem important.

Information about the Learning Orientation Questionnaire? Click here!