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Journal articles on the topic 'Affective education'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Nuri GÖMLEKSİZ, Mehmet. "Affective Dimension in Education and Affective Learning." Journal of Turkish Studies Volume 7 Issue 1, no. 7 (2012): 1159–77. http://dx.doi.org/10.7827/turkishstudies.3127.

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2

Evans, Nina, Tahereh Ziaian, Janet Sawyer, and David Gillham. "Affective Learning in Higher Education." Australian and International Journal of Rural Education 23, no. 1 (March 1, 2013): 23–41. http://dx.doi.org/10.47381/aijre.v23i1.645.

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A pilot study was conducted in a regional university setting to promote awareness of the value of affective teaching and learning amongst staff and students. Academic staff and students from diverse disciplines at University of South Australia’s (UniSA) Centre for Regional Engagement (CRE) were recruited to the study. The research investigated whether engagement in mindfulness meditation by lecturers can improve their mental well-being and contribute to affective teaching and learning. The findings show that staff members learned mindfulness meditation techniques, improved their concentration and mental health status and also improved with regards to the implementation of the affective teaching skills. The impact of affective teaching practices on student learning and the perceptions of students about what constitutes ‘good teaching’ were also investigated. Students reported that the affective teaching of especially excellent teachers was improved through the meditation intervention. Furthermore they reported that the most important component of affective learning is that lecturers listen to them as students. The study provides important data related to the value of affective teaching and learning in a tertiary environment, as well as the potential impact on the social responsibility of graduates employed by regional businesses.

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3

Clear, Tony. "Affective dimensions of computing education." ACM Inroads 2, no. 4 (December 2011): 12–13. http://dx.doi.org/10.1145/2038876.2038878.

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4

Grootenboer, Peter. "Affective development in university education." Higher Education Research & Development 29, no. 6 (December 2010): 723–37. http://dx.doi.org/10.1080/07294361003682586.

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5

Lolich, Luciana, and Kathleen Lynch. "The affective imaginary: students as affective consumers of risk." Higher Education Research & Development 35, no. 1 (December 23, 2015): 17–30. http://dx.doi.org/10.1080/07294360.2015.1121208.

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6

Sinner, Anita. "Affective Epiphanies." Art/Research International: A Transdisciplinary Journal 6, no. 2 (September 4, 2021): 301–15. http://dx.doi.org/10.18432/ari29610.

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This proposition explores the potential of a pedagogy of affect as an arts- based research approach to museum education at the university level. Such an approach is predicated on a continuous movement of situated stories as the heart of the learning encounter, generated relationally between object-body-space, or artwork- learner-museum. As a forum for deliberation, the purpose of this conversation is to consider how emotions, as the basis for teaching with caring and sensory awareness, bring vitality, aliveness, and feelings to the fore. This conversation explores affective epiphanies sourced from personal practical knowledge as an expression of arts- research-in-progress. By drawing on autoethnographic life writing, I explore an alternate approach to three museum collections that demonstrate how and why the aesthetic relation of stories operate as pedagogic pivots in ways that reconfigure conventional museum engagement. Rethinking museum education with an arts research perspective is an effort to advance how context connects affective systems of knowing relationally, and why embracing stories offers new pathways to understand museum education through more expansive learning approaches, inclusive of feeling.

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Thomas, Alexander. "Affective Response Tendency." Review of Research in Education 12 (1985): 197. http://dx.doi.org/10.2307/1167150.

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8

Rothkrantz, Leon. "Affective Didactic Models in Higher Education." International Journal of Human Capital and Information Technology Professionals 8, no. 4 (October 2017): 50–66. http://dx.doi.org/10.4018/ijhcitp.2017100105.

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9

Heidorn, Brent, and Mindy M. Welch. "Teaching Affective Qualities in Physical Education." Strategies 23, no. 5 (May 2010): 16–21. http://dx.doi.org/10.1080/08924562.2010.10590889.

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10

Beard, Colin, Sue Clegg, and Karen Smith. "Acknowledging the affective in higher education." British Educational Research Journal 33, no. 2 (April 2007): 235–52. http://dx.doi.org/10.1080/01411920701208415.

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11

Hellison, Don. "The Affective Domain in Physical Education." Journal of Physical Education, Recreation & Dance 58, no. 6 (August 1987): 41–43. http://dx.doi.org/10.1080/07303084.1987.10609571.

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12

Ainsworth, Steph, and Huw Bell. "Affective knowledge versus affective pedagogy: the case of native grammar learning." Cambridge Journal of Education 50, no. 5 (May 19, 2020): 597–614. http://dx.doi.org/10.1080/0305764x.2020.1751072.

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13

Ruitenberg, Claudia W. "Performativity and Affect in Education." Philosophical Inquiry in Education 23, no. 1 (July 7, 2020): 38–52. http://dx.doi.org/10.7202/1070364ar.

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This essay examines the concept of performativity in relation to what are perceived to be reasonable and unreasonable affective responses to discourse. It considers how discourse, especially in classrooms and other educational contexts, produces effects, and how it is that those effects are sometimes seen as attached to the discourse, and sometimes as attached to the person who perceives and displays the effect. When discourse produces strong affective responses, sometimes the discourse itself is seen as unreasonable and in need of socializing (e.g., racist and homophobic slurs), and sometimes the person is perceived as “overreacting” to language that is not considered inherently affectively charged. Such distinctions, whether made explicitly or not, shape educational contexts and offer a hidden curriculum of “appropriate” affect. The essay traces the concept of performativity through the work of Austin, Derrida, Butler, and Cavell, and then extends it to affect theory to see how performativity can help us think through the provocation or production of feelings beyond individual psychological explanations.

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14

Ilonen, Sanna, and Jarna Heinonen. "Understanding affective learning outcomes in entrepreneurship education." Industry and Higher Education 32, no. 6 (October 16, 2018): 391–404. http://dx.doi.org/10.1177/0950422218805177.

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In the field of entrepreneurship education (EE), researchers, educators and policymakers have long attempted to determine whether EE has an effect on students, and many studies have provided anecdotal evidence measuring the impacts of EE endeavours. There is a particular lack of understanding in relation to affective learning outcomes – that is, the beliefs, attitudes, impressions, desires, feelings, values, preferences and interests of students – and of the related indicators. In response to this lack of understanding, this study aims to identify students’ affective learning outcomes in EE based on a taxonomy of such outcomes and to investigate and understand in depth their nature. The study draws empirically on the learning reflections of university students enrolled on a bachelor’s level course on corporate entrepreneurship, which are qualitatively examined through thematic content analyses. The study identifies various external and internal affective learning outcomes based on the levels of expertise of students and contributes to the existing EE literature by providing a more fine-grained understanding of these complex outcomes. For educators, the study makes affective learning visible in EE and provides insightful information for programme development.

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15

RICHARDS, BEVERLY, and JUDITH R. VICARY. "The Affective Domain in Health Occupations Education." Nursing Management (Springhouse) 16, no. 7 (July 1985): 52???54. http://dx.doi.org/10.1097/00006247-198507000-00010.

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16

Knapp, Clifford E. "Humanizing Outdoor Education—Exploring the Affective Domain." Journal of Physical Education, Recreation & Dance 60, no. 2 (February 1989): 40–43. http://dx.doi.org/10.1080/07303084.1989.10603943.

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17

徐, 淑君. "Exploring the Affective Education in Chinese Teaching." Advances in Education 14, no. 07 (2024): 356–60. http://dx.doi.org/10.12677/ae.2024.1471170.

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18

Diaz, Frank M., and Jason M. Silveira. "Music and Affective Phenomena." Journal of Research in Music Education 62, no. 1 (March 20, 2014): 66–77. http://dx.doi.org/10.1177/0022429413519269.

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The purpose of this study was to establish trends in the study of music and affective phenomena through a content and bibliometric analysis of three eminent music research journals, the Journal of Research in Music Education, Psychology of Music, and Music Perception, for the years 1990 through 2009. Excluding editorials, paper responses, and book reviews, 1,293 articles were examined, resulting in 286 (22%) publications that met criteria for further analysis. Data indicated several trends with respect to the sample analyzed, including a notable but not significant decrease of affective studies in the Journal of Research in Music Education, with significant increases in the journal Music Perception. Other trends indicated the emergence of topics and methods that were less prevalent when compared to the overall sample but that evidenced significant increases throughout the period analyzed. These increases occurred for topics relating to expression, physiological and neurological issues and for the use of descriptive methodologies. Other notable trends included increases in examinations of folk, jazz, and world musics.

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19

Thomas, Alexander. "Chapter 6: Affective Response Tendency." Review of Research in Education 12, no. 1 (January 1985): 197–227. http://dx.doi.org/10.3102/0091732x012001197.

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20

Broadfoot, Patricia. "Profiling and the affective curriculum." Journal of Curriculum Studies 19, no. 1 (January 1987): 25–34. http://dx.doi.org/10.1080/0022027870190103.

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21

Thompson, Nik, and Tanya Jane McGill. "Affective Tutoring Systems." International Journal of Information and Communication Technology Education 8, no. 4 (October 2012): 75–89. http://dx.doi.org/10.4018/jicte.2012100107.

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This paper introduces the field of affective computing, and the benefits that can be realized by enhancing e-learning applications with the ability to detect and respond to emotions experienced by the learner. Affective computing has potential benefits for all areas of computing where the computer replaces or mediates face to face communication. The particular relevance of affective computing to e-learning, due to the complex interplay between emotions and the learning process, is considered along with the need for new theories of learning that incorporate affect. Some of the potential means for inferring users’ affective state are also reviewed. These can be broadly categorized into methods that involve the user’s input, and methods that acquire the information independent of any user input. This latter category is of particular interest as these approaches have the potential for more natural and unobtrusive implementation, and it includes techniques such as analysis of vocal patterns, facial expressions or physiological state. The paper concludes with a review of prominent affective tutoring systems and promotes future directions for e-learning that capitalize on the strengths of affective computing.

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22

Zvacek, Susan M. "Effective affective design." TechTrends 36, no. 1 (January 1991): 40–43. http://dx.doi.org/10.1007/bf02761286.

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23

Khodijah Khodijah and Dedi Setiawan. "Teacher Competence in Planning Affective Learning in Elementary Education." Journal of Research in Islamic Education 5, no. 2 (December 31, 2023): 75–90. http://dx.doi.org/10.25217/jrie.v5i2.4196.

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Students' values and attitudes are related to the achievement of the affective domain in learning. Planning, implementing and evaluating learning is the job of a teacher/educator. As a learning planner, it is related to teacher competence in internalizing affective values in the lesson planning process (RPP), which is the first step and guideline for implementing learning. As time goes by, the problem of values that produce attitudes/actions has become an urgent matter to be resolved. Almost every day we are presented with news and direct incidents about students' bad behavior, even leading to criminal acts. So the aim of writing is to analyze teacher competence in planning affective learning at the basic education level. The method used is literature study, data is collected through text study and relevant research results. The research results show that teacher competence in planning affective learning is very important for creating affective learning in schools. These competencies include: 1) Mastering the characteristics of students from physical, moral, social, cultural, emotional and intellectual aspects, and 2) Developing a curriculum related to the subject or field of development taught, namely: a) Determining learning objectives by KKO, b) Developing types of affective material, c) Internalizing affective values in learning experiences or learning method steps, and d) Selecting types of affective evaluation or assessment.

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24

Sopiah, Sopiah. "Learning Islamic Education Online." Jurnal Edusci 1, no. 5 (May 17, 2024): 218–29. http://dx.doi.org/10.62885/edusci.v1i5.276.

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The COVID-19 pandemic has forced educational institutions around the world to shift to online learning. However, the impact of online learning on Islamic Religious Education (PAI) learning in secondary schools is still poorly understood. This study aims to evaluate the achievement of student competence in online PAI learning. This study used a qualitative approach with primary and secondary data from teachers, supervisors, and students in several secondary schools. The results showed that online PAI learning tends to be more oriented towards text comprehension, ignoring students' affective aspects, and eliminating social interaction in the learning process. Independent individual learning, lack of teacher-student interaction, and time restrictions also have an impact on neglecting the affective dimension of students. The implication of this finding is that online PAI learning has not been able to achieve overall learning objectives, especially in the development of students' cognitive, affective, and psychomotor competencies. It is necessary to adjust learning strategies so that online PAI learning can be more effective and meaningful for students in the future.

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25

Jagger, Suzy. "Affective learning and the classroom debate." Innovations in Education and Teaching International 50, no. 1 (February 2013): 38–50. http://dx.doi.org/10.1080/14703297.2012.746515.

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26

Apple, Michael W. "Affective equality: love, care and injustice." Irish Educational Studies 29, no. 1 (March 2010): 97–98. http://dx.doi.org/10.1080/03323310903522727.

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27

Boekaerts, Monique. "THE AFFECTIVE LEARNING PROCESS AND GIFTEDNESS." European Journal of High Ability 2, no. 2 (January 1991): 146–60. http://dx.doi.org/10.1080/0937445910020204.

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28

McNESS, ELIZABETH, PATRICIA BROADFOOT, and MARILYN OSBORN. "Is the Effective Compromising the Affective?" British Educational Research Journal 29, no. 2 (April 2003): 243–57. http://dx.doi.org/10.1080/0141192032000060966.

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29

Dockrell, Bryan. "The Assessment of Children's Affective Characteristics." British Educational Research Journal 13, no. 1 (March 1987): 3–13. http://dx.doi.org/10.1080/0141192870130101.

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30

Bekiari, Alexandra, and Theodota Tsaggopoulou. "Verbal Aggressiveness and Affective Learning in Physical Education." Advances in Physical Education 06, no. 04 (2016): 406–18. http://dx.doi.org/10.4236/ape.2016.64041.

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31

Graham, Susan. "Instructional Design for Affective Learning in Theological Education." British Journal of Theological Education 14, no. 1 (July 2003): 58–77. http://dx.doi.org/10.1558/jate.v14i1.58.

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32

Rinne, Charlene. "The Affective Domain - Equal Opportunity in Nursing Education?" Journal of Continuing Education in Nursing 18, no. 2 (March 1987): 40–43. http://dx.doi.org/10.3928/0022-0124-19870301-03.

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33

Thomas, R. Murray. "Value Goals and Affective Goals in General Education." Teachers College Record: The Voice of Scholarship in Education 89, no. 6 (November 1988): 149–70. http://dx.doi.org/10.1177/016146818808900609.

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34

Shephard, Kerry. "Higher education for sustainability: seeking affective learning outcomes." International Journal of Sustainability in Higher Education 9, no. 1 (January 11, 2008): 87–98. http://dx.doi.org/10.1108/14676370810842201.

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35

Dollander, Marianne, and Claude de Tychey. "Affective Development, Education and Prevention: A Psychodynamic Model." Psychoanalytic Review 91, no. 2 (April 2004): 257–70. http://dx.doi.org/10.1521/prev.91.2.257.35704.

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36

Howard, Jonathon. "Environmental Education and Interpretation: Developing an Affective Difference." Australian Journal of Environmental Education 14 (1998): 65–70. http://dx.doi.org/10.1017/s0814062600003955.

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ABSTRACTRather than create another definition this paper explores the philosophy of interpretation in order to identify its core values. This shows that the main difference between environmental interpretation and environmental education is whether affect is considered to be pre-or post-cognitive. To the interpreter particularly significant experiences create deep emotional responses in participants that need no explanation. While moods, feelings and emotions are known to be important to attitude and behaviour change, how they create behaviour change is largely unknown. Interpretation will only make significant advances and become more challenging when it is informed by articulated theory. The implications for practice are that affective rather than cognitive models of learning need to be both employed and explored in future.

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37

Zembylas, Michalinos. "The affective politics of hatred: implications for education." Intercultural Education 18, no. 3 (August 2007): 177–92. http://dx.doi.org/10.1080/14675980701463513.

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38

García-Valiñas, Marián, Manuel Muñiz-Pérez, and Javier Suárez-Pandiello. "Affective Education and School Choice: The Spanish Case." Procedia Economics and Finance 1 (2012): 158–67. http://dx.doi.org/10.1016/s2212-5671(12)00019-6.

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39

Johnson, Karen S. "Affective Component in the Education of the Gifted." Gifted Child Today 23, no. 4 (July 2000): 36–41. http://dx.doi.org/10.4219/gct-2000-744.

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Imagine a third grade student, Joe, who is academically gifted, but is such a behavior concern that he is placed in a self-contained special education classroom where most of the students are children with mental retardation. How might such a placement happen? Might it be because Joe never had support in developing social skills? Did Joe not have a curriculum that addressed his affective needs? Given Joe and other similar students, teachers may need to integrate an affective component into their curriculum for gifted students.

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40

Simpson, Deborah E. "Expanding Your Medical Education Toolbox for Affective Outcomes." Journal of Palliative Medicine 6, no. 3 (June 2003): 437. http://dx.doi.org/10.1089/109662103322144781.

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41

Masser, Linda S. "Teaching for Affective Learning in Elementary Physical Education." Journal of Physical Education, Recreation & Dance 61, no. 7 (September 1990): 18–19. http://dx.doi.org/10.1080/07303084.1990.10604571.

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42

Tomme, Peggy M., and Janice C. Wendt. "Affective Teaching: Psycho-Social Aspects of Physical Education." Journal of Physical Education, Recreation & Dance 64, no. 8 (October 1993): 66–70. http://dx.doi.org/10.1080/07303084.1993.10606812.

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43

Figueiredo, Eluana Borges Leitão de, Ândrea Cardoso de Souza, Ana Abrahão, Gitonam Lucas Tavares Honorato, and Eliane Oliveira de Andrade Paquiela. "Continuing Health Education: an interprofessional and affective policy." Saúde em Debate 46, no. 135 (December 2022): 1164–73. http://dx.doi.org/10.1590/0103-1104202213515i.

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ABSTRACT This study aimed to reflect on interprofessionality as a dimension of the nature of Continuing Health Education (EPS), as a process that involves professionals learning about others, with others, and among themselves, from their encounters. As a result, it addressed two dimensions: Continuing Education in Primary Health Care: a meeting place; and Continuing Health Education and the circular affections. These reflections pointed out that ways of producing knowledge associated with the power of health teams can be thought of in the daily life of health practices, making encounters between subjects a tool enabling group collaboration and improved resolution of problems in the daily health work. Finally, the centrality of the dynamics of affections and interprofessionality in EPS meetings in the ESF is affirmed as a field of body relationships in a micropolitical process of transformation and education in action.

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44

Shechtman, Zipora, Lea Weisery, and Helena Kurtz. "A Values Clarification Intervention Aimed at Affective Education." Journal of Humanistic Education and Development 32, no. 1 (September 1993): 30–40. http://dx.doi.org/10.1002/j.2164-4683.1993.tb00125.x.

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45

Del Pozo Beamud, Marta. "Affective variables and gender in SLA in primary education." Lenguaje y Textos, no. 56 (December 29, 2022): 25–37. http://dx.doi.org/10.4995/lyt.2022.18820.

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Over the past decade, numerous studies have been carried out regarding affective variables in SLA. However, it has been shown that these variables should not be analysed in isolation. Factors such as gender, for example, should also be taken into consideration. This study looks at the importance of gender in relation to affective variables in primary students (M: 11.5). The results are consistent with previous studies, in that female respondents were shown to outperform their male counterparts in terms of affective variables (L2 motivation, L2 anxiety, L2 selves).

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46

Altmann de Litvan, Marina. "Jeu et régulation affective." Spirale 24, no. 4 (2002): 138. http://dx.doi.org/10.3917/spi.024.0138.

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47

Konicheckis, Alberto. "Implication affective des professionnels." Spirale 38, no. 2 (2006): 75. http://dx.doi.org/10.3917/spi.038.0075.

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48

Song, Hyo Seob, Hyun Chul Kim, and Hee Sun Jung. "The Effect of Participation in Private Education on Math Affective Attitudes: Measurement Invariance and Differential Item Functioning in Latent Class MIMIC Model." Korean Society for Educational Evaluation 36, no. 4 (December 31, 2023): 687–709. http://dx.doi.org/10.31158/jeev.2023.36.4.687.

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This study examined the direct effect of math private education participation on the indicators of math affective attitudes, and analyzed the effect of private education participation on the latent class membership of math affective attitudes. To this end, the survey data of first-year middle school students in the 2015 Gyeonggi Education Panel Study(GEPS) were applied to the latent class MIMIC model. As a result, heterogeneous latent classes for math affective attitudes were detected, and uniform and non-uniform differential item functioning were detected depending on whether math private education participated. In addition, the significant impact of participation in math private education on latent class membership was confirmed. This study confirmed the necessity of measurement invariance by analyzing the effect of math private education on individual items of math affective attitudes, and verified the effect of participation in private education on the latent class of math affective attitudes, it presents meaningful implications for math education in the school field.

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49

Zembylas, Michalinos, and Loizos Loukaidis. "Affective practices, difficult histories and peace education: An analysis of teachers’ affective dilemmas in ethnically divided Cyprus." Teaching and Teacher Education 97 (January 2021): 103225. http://dx.doi.org/10.1016/j.tate.2020.103225.

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50

Sorenson, Kylie M., Louis J. Jaofeno, Erik R. Patel, and K. Anne-Isola Nekaris. "“Thank you, Marojejy:” affective learning outcomes of student participants in place-based field trips to Marojejy National Park." Madagascar Conservation & Development 16, no. 1 (February 11, 2022): 25–31. http://dx.doi.org/10.4314/mcd.v16i1.2.

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Evaluations of conservation education programmes are most often concerned within the cognitive domain, where logical learning takes place. In place-based education, emphasis is instead placed on learning in multiple domains, including the cognitive and affective domains. Here, we quantitatively and qualitatively evaluate student learning in the affective domain following a series of short educational trips to Marojejy National Park, Northeast Madagascar. Student responses to the prompt “write about your trip to Marojejy” were evaluated for content, including emotional responses using cultural consensus, saliency scoring, and qualitative evaluation. The most salient term used in responses were “a good trip”. when tested 1.5 to 2 weeks after their trip. Students wrote about the emotional impact of the trip in four out of five levels of the affective domain. Our findings highlight the value of place-based education for learning in the affective domain. We demonstrated that even over a brief period of three days, placebased conservation education can have a marked impact on the values and emotions of participants. Les évaluations de programmes d’éducation en matière de préservation sont le plus souvent axées sur le domaine cognitif, là où s’effectue l’apprentissage logique. Dans l’éducation effectuée sur place, l’accent est au contraire mis sur un apprentissage multidisciplinaire, qui inclut à la fois les domaines cognitifs et affectifs. Ici, nous évaluons de façon quantitative et qualitative l’apprentissage des étudiants dans le domaine affectif en suivant une série de brèves excursions à but éducatif au Parc national de Marojejy, dans le Nord-Est de Madagascar. Les réponses des étudiants à l’instruction « Parlez-nous de votre excursion à Marojejy » ont fait l’objet d’une évaluation tenant également compte des aspects émotionnels, sur la base du consensus culturel, du score de saillance et du point de vue qualitatif. L’expression la plus saillante utilisée dans les réponses a été « bonne excursion » dans les tests effectués 1,5 à 2 semaines après leur retour. Les étudiants ont relaté l’impact émotionnel de l’excursion dans quatre des cinq niveaux du domaine affectif. Nos résultats mettent en évidence la valeur d’une éducation sur place pour un apprentissage au niveau affectif. Nous avons démontré que même après une brève période de trois jours, l’éducation en matière de préservation peut avoir, lorsqu’elle est effectuée sur place, un impact significatif sur les valeurs et les émotions des participants.

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