| In the development of objectives, instruction, assessment, and performance improvement you need to consider various psychological domains that influence or govern behavior in relation to learning. These domains or classifications help you organize strategies and design to influence human interaction and response realistically. These terms are the ones highlighted in this research. |
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| Affective | This factor describes the influences resulting from the emotions, such as passion, frustration, satisfaction, distress, joy, fulfillment, gratitude, comfort, arrogance, or disinterest. |
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| Cognitive | This factor describes thinking processes and use of knowledge, such as knowing, perceiving, recognizing, remembering, association, discrimination, conceiving, judging, analysis, reasoning, synthesis, problem solving, and evaluation. |
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| Conative | This factor describes one's basic strivings, intentions, motives, and will as expressed in behavior and actions. Motivation is a subset of this factor and means that a learner has an incentive or motive to learn. |
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| Social | This factor describes social and cultural communication, interaction, and relationships between individuals and environments. f |
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| Whole-Person Perspective | This perspective considers the deep-seated psychological influences that govern behavior in relation to learning. It considers the dominant power of emotions, intentions, and social influences on learning and recognizes the impact on guiding and managing cognitive processes. |