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Yeung, Mei-lun. "A study of the role of affect in school learning in Hong Kong." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834721.
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Sellars, Maura, and res cand@acu edu au. "The Affective Component in Effective Education." Australian Catholic University. School of Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp103.11092006.
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This study investigated eight and nine year old children’s capabilities to develop skills in the intrapersonal intelligence domain as defined by Howard Gardner. A group of twenty-seven, seven to nine year olds were introduced to a program specifically designed to foster their self-knowledge as learners and their self-management skills in the English learning environment. The students were introduced to activities that would help them to identify their own relative strengths and limitations and use this knowledge to negotiate a learning environment that would best suit their own learning needs. This program included developing skills in goal setting and identification of personal learning strategies. It also sought to improve work habits and student on- task behaviours and encourage self-monitoring, self-evaluation and self-reflection. The results obtained evidenced a considerable improvement in the students’ self knowledge and how this impacted on their perceptions of themselves as learners. The students grew increasingly aware of their own relative strengths and used this information to negotiate their learning environment, to identify strategies that worked for them and to take increasingly more responsibility for their own learning. As a result of the findings of this study, there are clear implications that if students are provided with opportunities to develop accurate intrapersonal intelligence, this improved awareness of ‘self’ can have an impact on successful learning. This study indicates that if teachers provide students with opportunities to investigate and learn about themselves as learners, to build skills in goal setting and to identify personal learning strategies, then an increase in self-knowledge and self-management will impact positively on the students’ capacity to learn successfully. Consequently, programs and strategies designed to promote students’ intrapersonal intelligence may become a valuable part of school practice and curricula.
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Sellars, Maura. "The affective component in effective education." Thesis, Australian Catholic University, 2003. https://acuresearchbank.acu.edu.au/download/64b51026fb66cb33e16fb27e970e56e1edeade927c664f76303e64877a0d080f/7319852/65081_downloaded_stream_306.pdf.
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This study investigated eight and nine year old children's capabilities to develop skills in the intrapersonal intelligence domain as defined by Howard Gardner. A group of twenty-seven, seven to nine year olds were introduced to a program specifically designed to foster their self-knowledge as learners and their self-management skills in the English learning environment. The students were introduced to activities that would help them to identify their own relative strengths and limitations and use this knowledge to negotiate a learning environment that would best suit their own learning needs. This program included developing skills in goal setting and identification of personal learning strategies. It also sought to improve work habits and student on- task behaviours and encourage self-monitoring, self-evaluation and self-reflection. The results obtained evidenced a considerable improvement in the students' self knowledge and how this impacted on their perceptions of themselves as learners. The students grew increasingly aware of their own relative strengths and used this information to negotiate their learning environment, to identify strategies that worked for them and to take increasingly more responsibility for their own learning. As a result of the findings of this study, there are clear implications that if students are provided with opportunities to develop accurate intrapersonal intelligence, this improved awareness of 'self' can have an impact on successful learning. This study indicates that if teachers provide students with opportunities to investigate and learn about themselves as learners, to build skills in goal setting and to identify personal learning strategies, then an increase in self-knowledge and self-management will impact positively on the students' capacity to learn successfully.;Consequently, programs and strategies designed to promote students' intrapersonal intelligence may become a valuable part of school practice and curricula.
4
Eaton, Dennis. "Cognitive and affective learning in outdoor education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41587.pdf.
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Roche, Stephen. "Promoting the Affective Domain Within Online Education." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/292.
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In the past decade Higher Education Institutions have experienced tremendous growth in enrollments. To meet this demand, many higher education institutions have embraced online education and its requisite technologies. Online education has matured, and studies focusing on the cognitive domain indicate that distance education is as effective as the traditional face-to-face instructional modality. However, there is a scarcity of affective domain studies due to: a) the need for the institutions of higher education to perform quantitative studies to establish the quality of online education b) the affective domain's inherent subjective nature, and c) the educational research environment has slow recognition of the validity and value of qualitative research.
This scarcity of research has created a reluctance to engage in online education on the part of a large number of private and public mission-driven educational institutions. Historically these institutions place great emphasis on the affective domain and currently believe that the affective domain cannot be effectively promoted in the online environment. Therefore, the conclusion is drawn that if online education cannot provide the affective component, then it is counterproductive to the mission of the institution desiring to provide a transformative education. This reluctance threatens the existence of many mission-driven institutions by falling behind in the distance education market place. Quality research is needed in the area of the affective domain in distance education to convince these institutions that the affective domain can effectively be taught in the online environment.
This grounded theory study of an established online Bachelors of Radiography Program has developed a theory as to why students report a strong sense of mission when compared with other like institutions in the Mission Engagement Consortium for Independent Colleges (MECIC). Through a series of interviews with eight students, two alumni, four faculty, and the requisite coding, six contributing pedagogical phenomena and three central categories emerged. The three central categories, Instructor Persistence, Synchronous Encounters, and Integrated Institutional Mission, when working together, were found to have created continued and significant impact on the affective domain for the students of the Radiography program. Further research will be needed to quantitatively test the theory developed in this study and establish a baseline of best practices in promoting the affective domain in the online learning environment.
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Yeung, Mei-lun, and 楊美鄰. "A study of the role of affect in school learning in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957572.
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Meredith, Joyce Elaine. "A model of affective processes in nonformal education." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239976661.
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Mercer, Jennifer Ann. "The importance of affective curriculum in educating children to live responsible, creative and fulfilling lives." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000mercerj.pdf.
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Bicak, Bayram. "Affective domain applications in the junior high schools in Turkey." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280254.
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Teachers' affective domain applications in the junior high schools in Turkey were explored in this dissertation. Teachers' attitudes toward, awareness levels of, importance placed on, and planning and classroom applications of affective objectives were investigated. One hundred thirty-one junior high school teachers participated in the study. They were selected randomly from 13 schools in central Ankara. They answered a 57-item questionnaire. Ten of the teachers were interviewed based on the questionnaire items used for the study. Differences among teachers were studied according to subjects taught, amount of training received, gender, and years of teaching experience. Group differences were evaluated by performing t tests and analyses of variance statistical methods. Results showed that teachers' awareness, attitudes, applications, and planning levels were at moderate levels. Physical education and art teachers had the lowest mean scores for planning processes. The implications of the findings are discussed.
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Evans, Vickie Denise. "The affective consequences of grade retention." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0329101-163413/restricted/evans0420.pdf.
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Shauchenka, Hanna. "Affective quality of educational services measurement in the context of higher education marketing." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3525.
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Educational marketing has become an increasingly important area within Higher Education as the competition for students has intensified. Being able to measure and understand the quality of educational services – a key factor in the decision making process for a prospective student – is an incredibly challenging problem as it involves the quantitative measurement of factors such as emotions and affections towards an Institution or programme, which themselves tend to be intangible. The application of total quality management philosophy and methodology in the context of higher education today is fully acknowledged and widely used. These conditions have defined the main task of this research: to develop a methodology for quantitative measurement of the affective quality of educational services for marketing management analysis. In other words offered research investigates how to measure things that have often been considered immeasurable. It was hypothesized that availability of a methodology for quantitative estimation of the affective quality of educational services provides additional important information that ensures an effective decision-making process in the marketing department in higher education institutions. Kansei engineering formalizes such concepts as affections and emotions and highlights their role in the purchase decision-making process. Our KanMar (short for Kansei Marketing) approach is aimed on the implementation of the main Kansei engineering ideas in the context of educational marketing and provides the framework for the quantitative measurement of educational services’ affective quality. KanMar enables the formalization of the affective quality of educational services for its marketing analysis: comparison, prediction, control, etc. The results of such an analysis help to position own services in today’s competitive market more effectively. Data obtained using KanMar methodology enables to find out the stakeholders’ implicit motivations or attitudes. So, for example, data obtained during the conducted survey has indirectly confirmed the students’ orientation to the practical activity. This orientation is typical for the Universities of Applied Sciences and the respondents for this survey have all been students at one of them. KanMar approach also addresses major gaps of existing instruments based on SERVQUAL methodology aimed to measure service quality in education. The hypothesis was tested and partly confirmed using case study that illustrates the application of the KanMar approach.
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Cheng, Kai-yuen, and 鄭啓員. "Conceptualization and implementation of affective education in China'sGuangzhou: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47229998.
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Affective domain is believed globally to be one of the main areas of human
experience and development. While affective education is generally valued as a
significant aspect of education, its interpretation and realization may vary across
countries and cultures. The primary purpose of the present research is to investigate
how affective education is conceptualized and implemented in contemporary China.
To achieve such an aim, a qualitative case study was conducted in the capital city of
Guangdong Province- Guangzhou. A middle school in the city with uniqueness in its
practice of affective education was selected as the case school for study. Fieldwork
was carried out from the year of 2005 to 2007 to investigate the perceptions of school
leaders, teachers and students about the concept and practice of affective education.
Multiple methods were employed in this research. Data were drawn from in-depth
interviews with the present and former school principal, Communist Party Secretary
at school, teachers and students of the school. Evidence was also collected via on-site
observations, analysis of textbooks, learning materials and school documents. A
shadowing approach of observation to the principal was also launched. A total of 42
informants were interviewed and 25 sessions of participant and non-participant
observations were conducted in the campus. Different sources of the data were
categorized, thematically analyzed, and triangulated. The functions, content elements
and the practice of affective education were identified. Findings showed that affective
education was implemented in the name of Meiyu which meant aesthetic education in
its broadest sense. The salient functions and content of Meiyu as affective education
were closely related to character formation and Chinese traditional values as well as
political ideology. An essential feature of centralized management of affective
education in a collectivistic culture was also illuminated in the study. The findings
revealed the essential class teachers’ pastoral task of being role models for character
development and providing comprehensive care and support to individual student and
at class level. It was also affirmed that time-honoured moral values were particularly
dominant for creating school climate in a Chinese context. The provision of affective
education as shown in this study involved a direct concern for the moral development
of students. Playing the role as an agent imparting moral values, affective education in
China cultivates a unique affective experience- Chinese affect to nurture moral
individuals with the ultimate goal of serving the interests of the collective. The unique
approach of implementing affective education in a Chinese pastoral care structure also
witnesses the tension of regulation of self versus liberation of self. While this study
reaffirms mainland theorists’ framework about affective moral education, it also
informs the extant theories of affective education that though affective education in
the East and the West are concerned about enhancing students’ affective development,
they differ much in their emphasis.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Winberg, Mikael. "Simulation in University Chemistry Education : Cognitive and Affective Aspects." Doctoral thesis, Umeå : Umeå University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-799.
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Vasileiou, Kanella. "Affective education in the primary phase : some comparative perspectives." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/2480/.
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The aim of this work was to look at the contribution primary education makes to the affective development of students. Using the term 'affective education' to refer to all the planned learning experiences provided for this purpose, a study was conducted across two countries (England and Greece) and four schools (two in each country). This work was needed because affective education is an important yet under-researched feature of primary school life. The study comprised four stages. First, a brief review of the main psychological theories of affect was attempted, in order to contextualise the work as well as show that affective development is intimately connected with personal, social, and moral development, the promotion of which has been on the primary school's agenda for quite some time. This was followed by the examination of a number of publications that consider the impact of emotions on teaching and learning, and argue that it is important for schools to identify and meet the affective needs of their students, and to equip them with the knowledge, understanding, and skills they need in order to effectively manage their emotional experiences. The next stage involved a discussion of the evolution and practice of the most obvious manifestations of affective education in the two focus countries, namely pastoral care and PSE in England, and environmental, health, cultural and inter-cultural education in Greece. Finally, an empirical investigation was mounted, focusing on the affective provision of four primary schools, in order to establish how affective education is conceptualised, delivered, and monitored in the primary phase today. As it was not possible to fit in this thesis a comprehensive account of the area, it was only one aspect, teachers' attitudes towards and practice of the activity, that was explored. The main finding was that the affective provision in the four schools that took part in the study is generally good, and quite a large proportion of it is explicit, planned, and intentional rather than implicit and incidental, and proactive/developmental rather than reactive. Also, despite the differences between the English and Greek education systems and the avenues through which affective education has been developed in each country, striking similarities were found in the affective work these schools do.
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Terada, Jaimie. "The effect of art education on affective and cognitive development." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Terada_JMITthesis2009.pdf.
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Perdue, Neil Hunter. "The relation between social support and behavioral and affective school engagement." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354920.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology of the School of Education, 2009.Title from PDF t.p. (viewed on Feb. 5, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2600. Adviser: David B. Estell.
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Lyman, Katie J. "The Relationship of Affective Domains and Cognitive Performance in Paramedic Students." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5259.
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No universal approach for application procedures has been established for paramedic curriculum programs. The field of pre-hospital, Emergency Medical Services (EMS) has evolved quickly from its inception to present date. The educational components of EMS are still in their infancy and lack evidence-based protocols (Drees, 2006). Predicting success in an allied health program typically concentrates on some type of academic instrument. The use of personality inventories has been underexplored; however, literature reveals they may be more reliable in determining academic and employment success compared with other non-cognitive tools (Groves, Gordon, & Ryan, 2007; Marrin et al., 2004; McManus & Richards, 1986; Sadler, 2003).
The purpose of this study was to explore the relationship of affective domains to cognitive scores in entrance and exit examinations of paramedic students (Fisdap, 2013). Comparing the results of affective domains to areas of cognition should enable administrators in pre-hospital health care systems to make admission recommendations based on evidence-based research rather than intuition. Identifying the candidates who have a higher potential of success for completing an academic program and the possibility of contributing to the profession is necessary for the advancement of emergency medical service programs.
A quantitative, retrospective study using data collected by Fisdap® was used to test four separate research questions. The general premise of the four research questions can be combined by asking: Is there a relationship between selected affective domains and the sub-categories and totals of an entrance and comprehensive exam?
Pearson product-moment correlation coefficients were used for data analysis in all four research questions. As was analyzed through Pearson correlations, the selected affective domains did not show any statistically significant relationship to any of the cognitive portions of the EE or the PRE3. However, an additional multiple regression concluded that the EE positively predict the PRE3.
This research project was the first to explore the relationship of affective domains and cognitive ability in paramedic students. Although no statistically significant data for the four proposed research questions was reportable, future publications from this project will assist administrators and educators associated with emergency medical education.
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Grauer, Bette L. "Secondary science teachers’ use of the affective domain in science education." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17312.
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Doctor of PhilosophyDepartment of Curriculum and Instruction
Michael F. Perl and Kay Ann Taylor
The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science classes, (b) how those teachers worked with student affective responses, and (c) what interactions were present in the classroom when they worked with student affective responses. The study was motivated by research indicating that student interest and motivation for learning science is low. Eight secondary science teachers participated in the case study. The participants were selected from a pool of teachers who graduated from the same teacher education program at a large Midwest university. The primary sources of data were individual semi-structured interviews with the participants. Krathwohl’s Taxonomy of the Affective Domain served as the research framework for the study. Student affective behavior reported by participants was classified within the five levels of Krathwohl’s Affective Taxonomy: receiving, responding, valuing, organization, and characterization. Participants in the study reported student behavior representing all levels of the Affective Taxonomy. The types of behavior most frequently reported by participants were identified with the receiving and responding levels of the Affective Taxonomy. Organization behavior emerged during the study of perceived controversial science topics such as evolution. Participants in the study used student affective behavior to provide feedback on their lesson activities and instructional practices. Classroom interactions identified as collaboration and conversation contributed to the development of responding behavior. The researcher identified a process of affective progression in which teachers encouraged and developed student affective behavior changes from receiving to responding levels of the Affective Taxonomy.
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Mowat, Joan Gaynor. "Teaching for understanding within the affective field." Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/2986/.
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This case study evaluates an initiative – the Support Group Initiative (Sgi) – which aims to provide support to pupils perceived by Pastoral Care Teachers as having, or being at risk of developing, Social and Emotional Behavioural Difficulties (SEBD). The study examines the application of constructivist theory to the affective field, applying the ‘Teaching for Understanding Framework’ (Perkins, 1998 in Wiske (ed.)) in the design and delivery of the approach in a quest to develop further in pupils, intra- and inter-personal-intelligence (Gardner, 1993a, 1999, 2006). The study explores the extent, if any, to which pupils develop further intra- and inter-personal intelligence and the impact which this has on a range of outcomes related to pupils’ capacities to regulate their behaviour with good judgement in a range of contexts, inter-personal relationships, empathy, self-esteem and confidence, and dispositions towards learning and school. It examines the efficacy of the approach, exploring the variables which affect pupil outcome, and gives consideration to the implications of the study in terms of imperatives within Scottish Education and its contribution to knowledge transformation. The study employs both qualitative and quantitative methods and a wide range of stakeholder accounts (principally, Sg pupils, parents, Sg Leaders, senior management and teaching staff) and documented evidence, interrogating the data through a process of triangulation. The thesis argues that one of the major impediments to inclusion is the lack of a shared understanding as to its meaning. Further, the distinctions made between inclusion and exclusion may not hold true – that ‘inclusion’ may often be experienced by young people as ‘exclusion’. The findings indicate that the Sgi had (with qualifications) impacted upon a range of pupil outcomes. Whilst it is evident that class teachers are more reticent and generally more negative in their observations than other stakeholder groups, there is sufficient evidence to indicate that, to varying extents and dependent upon context, Sgi pupils, as a whole, are becoming more reflective and are gaining intra- and inter-personal intelligence such that it impacts upon the range of outcomes identified in par. 2 (above), although these outcomes are not achieved for all pupils. Whilst it is evident that the Sgi had not impacted upon pupil attainment (as measured in National tests), there is a statistically significant deterioration (an upward trend) for other pupils within the same cohorts within the school. The Sgi was generally positively received with the vast majority of pupils considering that it had either met or exceeded their expectations and parents expressing support for the initiative.
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Reichow, Insa. "Students’ Affective-Motivational Research Dispositions." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22673.
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In dieser Dissertation wurden drei zentrale Ziele mit einem Mixed-Methods-Ansatz verfolgt.
Ein erstes Ziel war es, ein umfassendes Modell affektiv-motivationaler Forschungsdispositionen für Studierende der Sozialwissenschaften zu entwerfen, da sich existierende Konzeptionen von Forschungskompetenz ausschließlich auf kognitive Leistungsdispositionen konzentrieren. Mithilfe von Experteninterviews und einem Expertenrating wurden neun affektiv-motivationale Forschungsdispositionen identifiziert, die notwendig sind, um die Anforderungen eines sozialwissenschaftlichen Forschungsprozesses zu meistern.
Ein zweites Ziel lag in der Entwicklung und Validierung von Testinstrumenten zur Erfassung der identifizierten affektiv-motivationalen Forschungsdispositionen. Basierend auf den Standards der psychologischen Testkonstruktion konnten Selbsteinschätzungsskalen für alle neun affektiv-motivationalen Forschungsdispositionen erarbeitet und Validierungsnachweise erbracht werden.
Diese Arbeiten bildeten die Grundlage für das Erreichen des dritten Ziels: Es sollte getestet werden, inwieweit die Teilnahme am Forschenden Lernen zu einer Entwicklung kognitiver und affektiv-motivationaler Forschungsdispositionen führt. Das Forschende Lernen ist ein didaktisches Format, bei dem Studierende eigenständig einen Forschungszyklus durchlaufen, um eine Forschungsfrage zu beantworten. Bis dato lagen zwar theoretische Postulate zur Wirksamkeit Forschenden Lernens in den Sozialwissenschaften vor, aber kaum empirische Befunde. Im Rahmen einer Prä-Post-Studie (N=952) in Veranstaltungen des Forschenden Lernens zeigte sich, dass Studierende sowohl positive als auch negative Entwicklungen verschiedener Forschungsdispositionen aufweisen. Als zentral erwies sich die Rolle der begleitenden Lehrperson.This dissertation addressed three central goals using a mixed-methods approach: The first goal was to develop a comprehensive model of affective-motivational research dispositions for students of the social sciences since existing models of research competence concentrate on cognitive dispositions. With the help of expert interviews and an expert rating, nine affective-motivational research dispositions were identified. The second goal was the development and validation of test instruments to assess the identified affective-motivational research dispositions. Based on the standards of psychological test construction, self-assessment scales were developed for all nine affective-motivational research dispositions and evidence for their validity was generated. These previous steps formed the basis for addressing the third goal: To test whether research-based learning is a suitable format to foster different cognitive and affective-motivational research dispositions in the social sciences. Research-based learning is a didactic format in which students complete a full research cycle to answer a research question. So far, there are many theoretical claims on the effectiveness of research-based learning in the social sciences but a lack of empirical evidence. In a pre-post study (N=952) in research-based learning courses, it was shown that students benefit from a favourable development of some of the research dispositions, whereas other dispositions decreased. The role of the facilitating instructor proved to be central.
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Roan, Catherine L. "Journalism students' experience of affect in writing /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013016.
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Castro, Jesus R. "Effective leadership among academic deans : an exploration of the relationship between emotional competence and leadership effectiveness /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091910.
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Rudolph, Cynthia Thompson. "An evaluation of a foundational course in high school biology as measured by cognitive and affective factors." Thesis, Wingate University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10143687.
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There is little written about the use of foundational courses in high school science. This study seeks to identify if a foundational course in high school biology improves student outcomes as measured by Biology I EOC exam proficiency scale scores and student growth. Efforts were made to determine differences in cognitive skill areas and affective/conative skill areas as students progress from the foundational course of Greenhouse Biology (GH Bio) to Biology I. Three years of test score data from over 15,000 student participants are evaluated, as well as extant survey data from biology teachers and district student scheduling personnel. Findings from the study indicate GH Bio does make a difference in academic outcomes in students taking the foundational course before taking the Biology I course, and subsequently, the Biology I EOC exam. Findings also show there are cognitive, affective, and conative differences between the GH Bio students and their non-GH Bio peers while in Biology I. The study also seeks to determine why some students are scheduled for GH Bio and others are not. Findings indicate there are variances as to the reasons and intent for scheduling students into GH Bio. Some students who could benefit from the course are not being scheduled into the course.
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Meeken, Luke. "Art Education and the Encouragement of Affective and Cognitive Empathy in Early Childhood." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3194.
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This study constructs a theoretical framework for exploring the relationship between art education practice and the development of empathy in early childhood. In this study, I construct a schema for the experience of empathy in kindergarten-aged students, derived from the work of Martin Hoffman, Maurice Merleau-Ponty, and Vittorio Gallese, which acknowledges both the affective and cognitive dimensions of the experience of empathy. This schema is examined within the context of aesthetic and artistic experience, as distinguished from each other by John Dewey. I articulate several ways that art education’s cultivation of subtle aesthetic perception may encourage affective empathy, and its cultivation of imaginative cognition may encourage cognitive empathy. Suggestions are made for projects and practice in the early childhood classroom.
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Issroff, Kim. "Investigating computer-supported collaborative learning from an affective perspective." Thesis, Open University, 1996. http://oro.open.ac.uk/56457/.
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Recent research on computer-supported collaborative learning has an emphasis on cognitive factors and experimental studies. However there are contradictory findings and disagreements about the mechanisms underpinning collaborative learning. In this thesis, computer-supported collaborative learning situations are assessed with an emphasis on the affective factors, students' perceptions and aspects of the learning situation that learners themselves find important. Three empirical studies were conducted to highlight some of these factors. The first study investigated 11 individuals and 22 pairs of students in a secondary school using a computer to fill in a worksheet about chemistry. The second study examined 61 psychology undergraduates working collaboratively at a summer school. The third study followed a group of three primary school children working collaboratively on a dynamic document in science. The first study found differences between individuals and pairs in terms of on-task performance but no differences between them in terms of preto post-test gain. It also showed the importance of affective factors to students. The analysis of videotapes showed changes over sessions and developments over time in students' collaborative interactions. The affective findings from the first study were supported by the results of the second study which showed that the majority of students thought that it was more important to get along with their peers than to succeed in the task. In the third study, temporal features of the interaction were analysed in a longer-term collaboration. A number of different methodologies were used in the studies and issues concerning pre- and post-testing and the use of naturalistic and experimental studies are discussed. Time-based analyses are carried out on approximately 26 hours of videotapes of collaborative interactions and these show developments in patterns of interactions. The thesis supports Ames' (1984) view that a moral dimension is important in collaborative learning, with findings showing that the majority of students think that it is more important to get along with their peers than to get the correct answer, with this being particularly pertinent for women. Together these studies show that both the task structure and the way in which collaboration is resourced has an impact on the products, processes and outcomes of collaborative interactions.
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Page, Nicki A. "Assessing affective elements in New Zealand secondary school general music education: The development of a music attitude assessment instrument based on a taxonomy of affective educational objectives." Thesis, University of Canterbury. Music, 1993. http://hdl.handle.net/10092/4606.
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The purpose of this study was:
(1) To examine the issue of assessment in the affective domain, with particular
reference to New Zealand secondary school general music education; and
(2) To make a practical contribution to the assessment of elements in the affective
domain, by addressing problems and concerns raised by the examination of
affective domain issues.
The affective domain was described as incorporating "positive and negative feelings, as
well as emotionally toned attitudes, values, interests and appreciations ... ". It was
suggested that too often there is a wide discrepancy between stated affective objectives
for a particular course of learning, and any subsequent evaluation of that course .
. Specific problems and issues were identified, and these were to form a linking thread
throughout the thesis.
The taxonomy of affective objectives, developed by Krathwohl, Bloom and Masia,
was introduced and discussed, with particular attention being drawn to the position of
'attitude' on the taxonomy continuum. The proposal was to base a music attitude
assessment instrument on the model: this forming the "practical contribution"
component of the study.
A pilot study was undertaken using a previously developed, affective taxonomy-based
assessment instrument; the purpose being to gain some indication as to the viability of
the proposed project.
Using carefully formulated item statements, a New Music Attitude Assessment
Instrument (the NMAAI) was constructed and administered to students in New Zealand
secondary schools. A particular characteristic of the NMAAI is that, unlike previous
Instruments designed according to similar principles, its underlying definition of
'music' is nonspecific.
The resultant data were analysed, and validity and reliability studies were undertaken.
The "specific problems and issues" introduced in the opening chapters of the thesis
were revisited in the light of the NMAAI project, and the findings were detailed.
It was concluded that the NMAAI, as an instrument for use in secondary school
general music education, contains demonstrably beneficial properties.
It has the potential to aid the assessment of objectives from the New Zealand music
education syllabus for schools.
Implications for further research were identified, both with regard to the NMAAI itself,
and for affective domain assessment in general.
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Fok, Hung Kit. "Applying regulatory fit in education setting : the mediating role of affective experience and evaluation /." View abstract or full-text, 2009. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202009%20FOK.
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Martin, Marilyn M. "The cognitive and affective outcomes of a cultural diversity in business course in higher education." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4414.
Full textAbstract:
Thesis (Ed. D.) University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2007) Includes bibliographical references.
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Gamberini, Jacopo. "AFFECTIVE COMPUTING IN SMART EDUCATION: Stato dell'Arte e Sviluppo di un Prototipo." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020.
Find full textAbstract:
Lo sviluppo negli ultimi anni della tecnologia ed in particolar modo dell'intelligenza artificiale è stato decisamente elevato, ed ha consentito lo sviluppo di molte applicazioni in mercati verticali differenti. In questa tesi, si approfondisce una sotto-categoria dell'IA, ossia l'Affective Computing, il cui ruolo è sviluppare sistemi capaci di riconoscere e simulare le emozioni e gli stati d'animo umani. Questo elaborato fornisce una rassegna dello stato dell'arte dell'Affective Computing, e ne descrive inoltre una possibile applicazione nel dominio della Smart Education. Il progetto consiste nella lettura del flusso di un video per vedere i cambiamenti nelle espressioni facciali di un volto, al fine di rilevare le emozioni provate da una persona in determinati momenti e associarle alle espressioni. Infine verrà fornito un report contenente i valori medi di tutte le emozioni rilevate.
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Jobe, Shelley. "The positive impact of visual art education on cognition and affective development." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Jobe%20SMITthesis2009.pdf.
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Durance, George Murray. "Value change in adolescents : school effectiveness in the affective domain." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/5283/.
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Factors contributing to school effectiveness in the affective domain have been largely ignored in recent research in spite of a transnational concern about value disorientation. This thesis explores the influence a secondary school has on adolescent value formation. Current theories on "effective schooling" and "valuing" provide a framework for the research. Following an introduction to the issue of values in schools, the thesis reviews the literature on "values", "effective schools", and "school climate" before proceeding to a description of a two site, longitudinal study. The creation of a value change-effective schools (VCES) model enabled local school issues to be analysed in conjunction with an overarching theory and principles which are relevant to a broad educational community. The four complementary surveys of parents, students and staff included a wide range of items which address frequently voiced methodological criticisms of the "effective schools” approach. Subsequent chapters summarise and discuss the findings of the surveys and place them in the context of current research. The thesis demonstrates that a school has a significant, unique role to play in adolescent value formation. Value change did not emerge as a cause and effect phenomenon, but as a complex interaction of change agents operating within the terms of the value change-effective schools model. Programmes and strategies, which have meaning at the local level, can be developed for the affective domain based on insights provided by the model. The factors associated with effectiveness were determined and defined primarily by the local schools. They crossed over domains from the cognitive to the affective, coalescing to form an effective learning environment.
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Ksendzov, Elena. "Associative Relationship among Mindfulness, Academic Grades, and Affective Outcomes in Adolescence." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2842.
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Adolescents navigate through escalating academic and social pressures while undergoing major physical and psychological changes. Concerned with behavioral, mental, and emotional challenges of youth, educators seek to expand approaches to promote learning success. Research founded in mindfulness theories has suggested that mindfulness positively and significantly correlates with psychological and physical health, work performance, decision-making ability, and emotional regulation, and may be a factor in learning. Two theoretical viewpoints on mindfulness, Western- and Eastern-based, formed the conceptual framework for this study, which aimed to examine associative relationships between mindfulness and academic achievement, and between mindfulness and affective outcomes for the general population of 14 to 18 year old students. A set of secondary data was composed of 34,375 responses derived from a nationwide survey on attitudes and behaviors of school-age children collected by Search Institute between 2011 and 2013. The data analyses consisted of descriptive statistics, cross-tabulations, and binary logistic regression analyses. The results showed that adolescent students whose attitudes and behaviors indicated mindfulness had greater likelihood to report earning high grades (p<.001), effect size small-to-medium, and greater likelihood to convey positive affective outcomes (p<.001), effect size medium-to-large. These findings provide a social change benefit to the community of scholars, educators, and youth service professionals by establishing the suitability of a mindfulness construct as a predictor of cognitive and affective learning outcomes in adolescence.
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Johnson, Alandis Ann. "Constellations of Feeling: The Affective Resistance of Non-Binary Transgender College Students." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1510831206584434.
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Ray, Maureen. "School Culture and the Affective Learning Needs of Latino Long-term English Learners." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2209.
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The US Department of Education projects that by the year 2030 the total English Learner (EL) population in US schools will exceed 40 percent. Currently, by the time ELs make it to high school, after 6 or more years in English Language Development (ELD) programs, the majority (59 percent), are Long Term English Learners (LTEL). LTEL students represent a variety of ethnicities and language groups, but the focus of this qualitative study is LTEL students who identify as Latino LTEL. The purpose of this qualitative study was to describe and explain recently graduated Latino LTEL's perceptions of the impact of their school's culture on their academic and affective acculturation. As schools look to improve the educational outcome of Latino EL, listening to voices of former LTEL as they share their high school experiences can provide insights into ways to support the affective learning needs, academic success, and acculturation of Latino EL. Through 10 in-depth interviews with former Latino LTEL and employing qualitative coding analysis, this research explored and analyzed recently graduated Latino EL's perceptions of the impact of school culture on their academic acculturation. Even though schools have for many years attempted to address the needs of their linguistically diverse students, the results of this study indicate that the participants' high schools did not do enough to support their academic and affective learning needs. This lack of support impacted participants' self-perceptions of themselves as learners. To bridge Latino LTEL acculturative gaps, the findings support the need for school cultures to address the affective learning needs of their bi-cultural and Latino EL.
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Becker, Evelyn Z. "Using predictable books with a nonreader : cognitive and affective effects /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249671596.
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Näykki, P. (Piia). "Affective and effective collaborative learning:process-oriented design studies in a teacher education context." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206882.
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Abstract This study explores the socio-cognitive and socio-emotional activities of teacher education students in collaborative learning, how the students interpret their activities and how the activities influence collaborative learning. The study consists of two empirical studies, which are reported in four articles. The first study focuses on knowledge co-construction in face-to-face interactions enhanced with cognitive tools and pictorial knowledge representations. The second study explores groups’ monitoring activities in collaborative interaction, along with challenges and socio-emotional conflicts in collaborative learning. The data collection methods include video observations, video-stimulated recall interviews and pre- and post-knowledge tests. The results indicate that collaborative learning is a cognitively and emotionally challenging learning process. The way in which group members share and develop their ideas depends on how actively they monitor their own and each other’s evolving understanding. However, monitoring cognitive activities as a group is only one part of effective and enjoyable learning. Troubled interaction can create a socio-emotionally unbalanced group climate, and can endanger effective collaborative learning unless group members are capable of regulating their emotional experiences and expression of their emotions. Therefore, in addition to effective knowledge co-construction, effective collaborative learning requires that group members proactively monitor their own and each other’s shared learning activities at both cognitive and emotional levels. The findings of this study contribute to the understanding of how individuals learn together as a group. Methodologically, this study provides several process-oriented analysis schemas for analysing socio-cognitive and socio-emotional activities within collaborative learning. Practically, this study offers teachers and educational professionals ideas for the design of collaborative learning environmentsTiivistelmä Väitöstutkimus tarkastelee opettajaksi opiskelevien yhteisöllistä oppimista sosiokognitiivisena ja sosioemotionaalisena vuorovaikutusprosessina. Tutkimuskohteina ovat yhteisöllinen tiedonrakentelu, yhteisöllisen oppimisen haasteet ja ryhmän toiminta sosioemotionaalisessa konfliktitilanteessa. Yhteenvedossa tarkastellaan sitä, mitä yhteisöllisen oppimisen aikana tapahtuu, miten opiskelijat tulkitsevat prosessinaikaisia toimintoja ja miten ne vaikuttavat oppimistilanteeseen. Tutkimus koostuu kahdesta osatutkimuksesta, joiden tulokset on raportoitu neljässä artikkelissa. Väitöstyö on luonteeltaan design-tutkimus, jossa ilmiötä tarkastellaan aidoissa, etukäteen pedagogisesti suunnitelluissa ja tieto- ja viestintäteknologiaa hyödyntävissä oppimistilanteissa. Tutkimusaineisto koostuu videoiduista ryhmätilanteista, opiskelijoiden haastatteluista sekä oppimistesteistä, joilla mitattiin opiskelijoiden sisällöllistä ymmärrystä. Lisäksi sosioemotionaalisen vuorovaikutuksen analyysia syvennettiin menetelmällä, jossa opiskelijoiden haastattelua stimuloitiin videon avulla. Tutkimustulokset osoittavat, että tiedonrakentelun yhteinen säätely edesauttaa yhteisöllistä oppimista. Tehokas ja mielekäs yhteisöllinen oppiminen edellyttää, että ryhmän jäsenet monitoroivat, kuinka ymmärrys tehtävästä ja sisällöstä kehittyy, kuinka mielenkiinto säilyy ja kuinka ryhmä etenee. Kognitiivisten prosessien ohella opiskelijoiden tulee tarkkailla oppimistaan sosioemotionaalisesta näkökulmasta. Ryhmien on tärkeä arvioida ja säädellä työskentelyään siten, että sosioemotionaalinen ilmapiiri säilyy yhteisölliselle oppimiselle suotuisana. Väitöstutkimuksen tulokset lisäävät teoreettista ymmärrystä yhteisöllisen oppimisen mahdollisuuksista ja haasteista. Tutkimus myös edistää prosessiorientoituneiden tutkimusmenetelmien kehittämistä. Lisäksi tulosten perusteella voidaan kehittää korkeakouluopetusta ja erityisesti opettajankoulutusta. Tutkimukseen suunnitellut oppimisympäristöt tarjoavat konkreettisia ideoita, joilla voidaan tukea yksilöllisiä ja sosiaalisesti jaettuja oppimisprosesseja
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Holmes, L. (Liina). "Meditation in the context of holistic education in terms of affective and social development." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201611163070.
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This thesis is a literature review that explores holistic education and meditation in relation to affective and social development. Holistic education is a philosophy of education highlighting the importance of developing all parts of the human in order to reach our full potential and for living a fulfilling life. Learning theories are briefly discussed to gain an understanding of how holistic education is implemented. This thesis does not focus on all aspect of development supported by holistic education, but instead explores affective and social development through meditation. Spiritual development which include both affective and social development is also discussed shortly. Spirituality refers to the practice of transcending one’s self which develops through our perceptions of ourselves within the entirety of mankind. Affective development concerns the inner world of the person which includes emotions, perceptions, motivation, and caring. Social development encompasses how we form relationships, both internally, and through interactions with the outside world. In terms of psychology, meditation is defined as the practice of focusing one’s mind on a single point. Meditation is examined and discussed in terms of empathy, compassion, emotional regulation, relationships, spiritual and transcendent experience, and overall happiness. All of these terms can be seen as parts of affective and social development. The interconnected nature of developing these aspects is highlighted. Meditation is examined through scientific research which shows a positive correlation between meditation practice and the development of empathy, compassion, emotional regulation, relationships, spiritual and transcendent experience, and overall happiness. In order to bridge the gap between theory, scientific research and practice, examples of schools using meditation practice in the classroom are included.
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Emery, Alyssa A. "Understanding the Motivational and Affective Experiences of Students with Disabilities in STEM Classrooms." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500559484416098.
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Toale, Mary C. "Teacher clarity and teacher misbehaviors relationships with students' affective learning and teacher credibility /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1940.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains viii, 90 p. Vita. Includes abstract. Includes bibliographical references (p. 61-66).
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Allspaw, Kathleen M. "Secondary science classroom dissections forming policy by evaluating cognitive outcomes and exploring affective outcomes /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344557.
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Thesis (Ph.D.)--Indiana University, School of Education, 2008.Title from home page (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0517. Adviser: Charles Barman.
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Ahlschwede, Willa Elizabeth, and Willa Elizabeth Ahlschwede. "Affective Learning in the Museum: Community-Based Art Education with Military and Veteran-Connected Families." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624094.
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This study documents affective learning during a community-based art museum education program for military and veteran-connected families, which included gallery teaching, art-making, and a final exhibition of participant artwork. A review of literature on public pedagogy, affective learning, museum education, and community-based art education provides the theoretical framework for the study. Narrative ethnography and participant observation were employed by the primary researcher-educator to gather a diverse array of data and construct a holistic narrative of the development of and participant experiences within the art museum program. Data collected includes field notes, personal communications (such as meeting notes and emails), interviews, open-ended survey questions, curriculum artifacts (such as lesson plans and worksheets), and artworks created by military family members. Analysis of the educator goals, participant expressions, and personal interactions informs the final discussion of how affective learning took place within one museum program and how attention to this domain of learning can enrich museum programs for diverse community members.
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Meers, Alan. "An Identification Of Affective Characteristics Which Employers Are Seeking In Bible College Graduates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1460.
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Bible colleges are committed to helping students develop the skills which employers of their graduates are seeking in entry-level employees. Generally speaking, both colleges and employers are satisfied with the training and assessment in the cognitive and psychomotor domains, however the affective domain is of real concern to colleges and employers alike. This project sought to provide colleges with an instrument capable of assessing the developmental level of students in regard to the affective characteristics that employers of their graduates are seeking in entry level employees. There is a large body of literature, both secular and religious, suggesting that tertiary courses must include affective education if graduates are to perform their roles with any degree of excellence. The literature reviewed revealed that Christian organisations expect Bible college students to possess a range of character traits and, while a number of studies similar to the present project have been conducted, none of them has focussed on the characteristics that employers are seeking in new employees.
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Whitney, Carol Strip. "Social-emotional behaviors of highly gifted adolescents as they respond to affective curriculum strategies /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487854314872815.
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Bell, Leeanne M. "Instructors' message variables and students' learning orientation/grade orientation and affective learning." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3012.
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Borgia, Laurel, Carol Owles, Kylee Merendino, and Edward J. Dwyer. "Terrific Teaching Tips: Affective Reading Empowers Student Response." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3369.
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As educators, we are faced with the challenge of creating an effective classroom environment that stimulates creativity and fosters student learning through effective instruction. To assist teachers in meeting this challenge, this column provides information about current resources, programs, techniques, and strategies that teachers are using in their classrooms. By sharing these ideas, it is IRCJs hope to foster teacher growth and energize teacher performance.
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Sutton, Kelly Kreitzer. "Elementary Teachers' Affective Relationship with Mathematics and its Influence on Mathematics Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5133.
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In a South Carolina school district, approximately 45% of 3rd-5th grade students performed poorly on the state mathematics test. K-5 teachers attended district training to improve mathematics instruction and content mastery, but the training omitted teachers' affective domain in teaching. Teachers' affective relationships with mathematics (ARM) affects content delivery, instructional decisions, and teachers' confidence levels and motivation. The purpose of this sequential mixed methods study was to investigate whether teachers' years of experience, grade levels taught, or past mathematics experiences influenced K-5 teachers' ARM, as measured by the ARM survey, and to explore teachers' perceptions of their ARM in instruction. Bandura's theory of self-efficacy framed this study. A representative sample of 160 K-5 mathematics teachers in 11 schools completed surveys. A purposeful sample of 9 teachers with high, medium, or low ARM index were interviewed. One-way ANOVA tests determined there was no statistical significant difference between teachers' ARM index and years of experience or grade level. Simple linear regression determined there was a statistical significant difference between teachers' ARM and past mathematics experiences. Interview data were analyzed thematically using open, axial, and thematic coding strategies. Teachers revealed that their perceived past mathematics experiences and collaboration influenced their ARM and instruction. Based on the findings, a 3-day workshop was created to improve teachers' ARM featuring reflection on teachers' past mathematics experiences and collaboration. This endeavor may contribute to positive social change if district leaders assist teachers to improve their confidence in mathematics instruction and instructional decision making; thus, improving student mathematics achievement.
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Lodi, Michael <1988>. "Introducing Computational Thinking in K-12 Education: Historical, Epistemological, Pedagogical, Cognitive, and Affective Aspects." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amsdottorato.unibo.it/9188/1/Tesi_Dottorato_Lodi.pdf.
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Introduction of scientific and cultural aspects of Computer Science (CS) (called "Computational Thinking" - CT) in K-12 education is fundamental. We focus on three crucial areas.
1. Historical, philosophical, and pedagogical aspects. What are the big ideas of CS we must teach? What are the historical and pedagogical contexts in which CT emerged, and why are relevant? What is the relationship between learning theories (e.g., constructivism) and teaching approaches (e.g., plugged and unplugged)?
2. Cognitive aspects. What is the sentiment of generalist teachers not trained to teach CS? What misconceptions do they hold about concepts like CT and "coding"?
3. Affective and motivational aspects. What is the impact of personal beliefs about intelligence (mindset) and about CS ability? What the role of teaching approaches?
This research has been conducted both through historical and philosophical argumentation, and through quantitative and qualitative studies (both on nationwide samples and small significant ones), in particular through the lens of (often exaggerated) claims about transfer from CS to other skills.
Four important claims are substantiated.
1. CS should be introduced in K-12 as a tool to understand and act in our digital world, and to use the power of computation for meaningful learning. CT is the conceptual sediment of that learning. We designed a curriculum proposal in this direction.
2. The expressions CT (useful to distantiate from digital literacy) and "coding" can cause misconceptions among teachers, who focus mainly on transfer to general thinking skills. Both disciplinary and pedagogical teacher training is hence needed.
3. Some plugged and unplugged teaching tools have intrinsic constructivist characteristics that can facilitate CS learning, as shown with proposed activities.
4. Growth mindset is not automatically fostered by CS, while not studying CS can foster fixed beliefs. Growth mindset can be fostered by creative computing, leveraging on its constructivist aspects.
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Hiett, Michael. "Examining K-12 Teachers' Affective Job Satisfaction and Perceptions of Blended Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3103.
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The increasing use of blended models of instruction within the U.S. public school system is transforming the K-12 education. However, few studies have been conducted of the innovation-adoption process involving blended instruction within the K-12 public school sector. In this nonexperimental, quantitative study, Rogers's five perceived attributes of innovations was used as a theoretical lens to explore how teachers' affective job satisfaction might affect the innovation-adoption process at the individual level. Research questions pertained to the relationship, if any, between affective job satisfaction among teachers and their perceptions of the complexity, compatibility, and relative advantage of blended instruction. Surveys were administered to middle school teachers (n = 40) in the core curriculum within southeastern U.S. schools. Data were analyzed for relationships using Spearman's correlation; relationships found to have statistical significance were further explored using ordinal logistic regression. Affective job satisfaction had a moderately positive and statistically significant relationship with how participants perceived the compatibility and relative advantage of blended instruction (rs = .487). However, the relationship was inconsistent among subgroups, varying from rs = .181 (n = 13) to rs = .693 (n = 10). Findings could be used to promote positive social change by providing insight into the role of affective job satisfaction within the innovation-adoption process within the K-12 sector.
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Reardon, Sean Michael. "Cognitive and affective characteristics of learning disabled, severe behavior handicapped, and normal children and adolscents /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu14876834014427.
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Boone, Kristina. "Cognitive and affective changes exhibited by extension clients in Scioto County using water-related publications /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856076416952.
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