Relevant bibliographies by topics / Affective Outcomes of Schooling

Academic literature on the topic 'Affective Outcomes of Schooling'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Affective Outcomes of Schooling"

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Hattie, John. "Measuring the Effects of Schooling." Australian Journal of Education 36, no. 1 (April 1992): 5–13. http://dx.doi.org/10.1177/000494419203600102.

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A simple model to measure the effects of innovation and schooling is proposed. Using a synthesis of 134 meta-analyses, it is demonstrated that educational innovations can be expected to change average achievement outcomes by .4 standard deviations and affective outcomes by .2 standard deviations. The implications of this model are discussed and the major critical determinants of effective education relate to factors under the control of teachers and students rather than to home, curricula or administrative effects.
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Marjoribanks, Kevin. "Adolescents’ CognitiveHabitus, Learning Environments, Affective Outcomes of Schooling, and Young Adults’ Educational Attainment." Educational Psychology 26, no. 2 (April 2006): 229–50. http://dx.doi.org/10.1080/01443410500344233.

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Furlong, Michael J., Jeffrey J. Froh, Meagan E. Muller, and Victoria Gonzalez. "The Role of Gratitude in Fostering School Bonding." Teachers College Record: The Voice of Scholarship in Education 116, no. 13 (April 2014): 58–79. http://dx.doi.org/10.1177/016146811411601316.

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A body of research has emerged during the past three decades focusing on how students engage in the schooling process and the broader positive developmental outcomes associated with high levels of engagement and lower involvement in high-risk behaviors. This chapter suggests that gratitude might offer a unique contribution for understanding how affective engagement and positive relationships could enhance student school bonding and thereby student social-emotional and academic outcomes.
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Charles, Marie. "Effective Teaching and Learning: Decolonizing the Curriculum." Journal of Black Studies 50, no. 8 (November 2019): 731–66. http://dx.doi.org/10.1177/0021934719885631.

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Why is the universal starting point of Black identity positioned around the history of colonialism, slavery, and servitude taught as damaged histories within the curriculum and disseminated through a Eurocentric viewpoint? How do we put back together a fractured, self-consciousness in an educational setting that negates the affective, conative, and cognitive domains of Black learner identities? The aim of this article is to identify, describe, evaluate, and then challenge through classroom practice (praxis) the prevailing myth of Black African Caribbean inferiority in the schooling process. It is concerned with the educational damage to Black children as a group who have culturally been identified in the literature as having negative experiences and low achievement outcomes in mainstream schooling. Utilizing Afrocentricity as the paradigmatic shift, the study described in this article was conducted to support those Black students’ affective, conative, and cognitive domains within an African episteme of guided group pedagogy. The classroom fieldwork described, over an intense 4-month period, used the researcher’s reframed units of change.
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Федоришин, Олександр Петрович. "SOCIALIZATION IN THE SCHOOLING PROCESS VIA COOPERATIVE LEARNING." Інноватика у вихованні 1, no. 11 (May 30, 2020): 167–74. http://dx.doi.org/10.35619/iiu.v1i11.270.

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The article discusses the importance of understanding how the built environment of schools relates to the socialization process of students. School can be affective systems that promote social, emotional and academic skills of children and can foster motivation. The school has become a primary agency of socialization. It is the first large-scale organization of which the child becomes a member and which reflects what is going on in the wider society. The modern school is facing a challenge of creating the educational environment in a modern form which develops both academic and necessary learning skills, allowing looking for what is needed in future work cases. These skills include the ability to recognize and manage emotions, develop feelings of respect and care for others, build positive relationships, make responsible decisions and cope with various challenges. The school’s potential for socialization lies in the amount of times students spend in school and in activities related to the school. During this time the students acquires a lot from teachers and fellow students. To enhance achievement and socialization among students cooperative learning can be used as an effective teaching strategy. It is a social construction where knowledge is negotiated and acquired through social interaction rather than being transmitted by the teacher. Cooperative learning is suitable to promote a social construction of knowledge, mutual learning, personal and social development. It requires students to work in small groups in order to make possible face-to-face interactions between members. Effectiveness of cooperative learning is that every member of the group is involved in the learning process obtaining the experience of interaction. It represents situations in which teachers structure group work with the aim to maximize both social and cognitive outcomes. Consequently, cooperative learning methods can notably improve the process of socialization of students in school.
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Stephens, Melvin, and Dou-Yan Yang. "Compulsory Education and the Benefits of Schooling." American Economic Review 104, no. 6 (June 1, 2014): 1777–92. http://dx.doi.org/10.1257/aer.104.6.1777.

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Causal estimates of the benefits of increased schooling using US state schooling laws as instruments typically rely on specifications which assume common trends across states in the factors affecting different birth cohorts. Differential changes across states during this period, such as relative school quality improvements, suggest that this assumption may fail to hold. Across a number of outcomes including wages, unemployment, and divorce, we find that statistically significant causal estimates become insignificant and, in many instances, wrong-signed when allowing year of birth effects to vary across regions. (JEL H75, I21, I28, J24, N31, N32)
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Moore, Phillip J., Magdalena Mo Ching Mok, Lorna K. S. Chan, and Po Yin Lai. "The Development of an Indicator System for the Affective and Social Schooling Outcomes for Primary and Secondary Students in Hong Kong." Educational Psychology 26, no. 2 (April 2006): 273–301. http://dx.doi.org/10.1080/01443410500344266.

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Clay, Victoria. "Gender Differences in Perceptions of School Life and Self-Concept." Boyhood Studies 5, no. 1 (March 1, 2011): 20–35. http://dx.doi.org/10.3149/thy.0501.20.

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It has long been argued that gender considerations are an important factor in educational outcomes for students. The impact of social and of cultural beliefs concerning the value of education has often been implicated in gender differences in outcomes of schooling. While social constructions of masculinity warrant scrutiny both in society in general and in education, a focus on the social determinants of behaviour and attitudes does not always allow for full consideration of individual factors, such as affective or social-emotional determinants of responses to situations. This paper discusses the findings of a qualitative study of student perceptions of quality of school life and of student self-concept that was conducted in six different Australian schools. The findings of this study show that as well as gender differences, there were differences related to the school location, the socio-economic group the students belonged to, and the age of the student. These findings point towards the need to investigate gender in schools using an ecological model of gendered perceptions of school life that can take account of both individual and environmental factors.
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Salisbury, Christine L., Linda L. Wilson, and Mary M. Palombaro. "Promoting Inclusive Schooling Practices through Practitioner Directed Inquiry." Journal of the Association for Persons with Severe Handicaps 23, no. 3 (September 1998): 223–37. http://dx.doi.org/10.2511/rpsd.23.3.223.

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This report describes findings from a federally funded research project on practitioner directed inquiry (PDI). First, the project is described and details are provided about the use of PDI by 45 different practitioners in five primary/elementary schools in two states. These practitioners designed, implemented, and evaluated solutions to classroom and building-level issues affecting the inclusion of students with mild to profound disabilities in general education classrooms. The link between data collection and decision making is explored, as are findings related to student and practitioner outcomes. Evidence to support findings is derived from observations, interviews, survey data, and practitioner inquiry reports. Second, lessons learned by project staff about promoting the adoption and use of practitioner directed inquiry are described. The role of project staff in supporting the inquiry process is explored. Quotes from participants are used throughout the study to illustrate key findings. Implications for future research and use of the approach are shared.
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Mazzacani, Danielle. "Foreign languages for the labor market: an analysis on the role of compulsory education in Europe." Revista Internacional de Organizaciones, no. 23 (January 8, 2020): 39–58. http://dx.doi.org/10.17345/rio23.39-58.

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It is well known that proficiency in more languages is important for labor outcomes of natives, and economic literature generally shows positive effects for those able to use multiple languages in the domestic labor market. In this context, compulsory education is likely to play a relevant role in identifying to what extent additional languages matter for the native workforce. Indeed, institutional education systems are often the main providers of individual skills in a country, including language skills, and compulsory education is reasonably unrelated to individual characteristics affecting choices of language acquisition. However, while some studies on co-official languages and labor in multilingual countries build their strategy on compulsory schooling, it seems that no study on indigenous workers considers it for foreign languages. As a first step of future analyses on foreign languages and labor in Europe, in this paper I try to analyze whether compulsory education affects foreign language proficiency of European native adults. I find that being taught foreign languages during compulsory schooling has positive effects on the probability of knowing them, ranging from 3 to 5 percent.
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Dissertations / Theses on the topic "Affective Outcomes of Schooling"

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Coughlan, Richard Shannon 1967. "Predicting affective responses to unexpected outcomes." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288937.

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The three studies reported here examined the role of expectations in determining an individual's satisfaction with a real or hypothetical outcome. More specifically, this work looked at the accuracy of individuals in predicting their affective responses to expected and unexpected outcomes in various settings. Finally, three variables thought to have an effect on affective response were manipulated in order to examine their role in judgments of satisfaction with outcomes. In the first study, undergraduate subjects read scenarios containing the expectations of an individual about some event. Subjects made predictions about how these individuals might feel about outcomes better than, worse than or the same as what had been expected. The second study involved the expectations of bowlers about their scores in an upcoming game. Prior to beginning the game, bowlers predicted their scores and what their affective responses would be for outcomes better than, worse than, or equal to their expectations. After the game, their responses were recorded and compared to the predictions. The final study involved the expectations of hotel managers about important measures of business productivity. Some time before the relevant outcome would be learned, managers made predictions about the outcomes and their affective responses to other potential outcomes better than, worse than, or equal to their expectation. These studies show that bowlers and managers do very well at predicting affective responses to outcomes, both expected and unexpected. This is especially true for one subset of our subjects, whose predicted affect curve closely resembles the actual responses.
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Ardington, Carolyn. "Parental death and schooling outcomes in South Africa." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5761.

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The HIV/AIDS pandemic is leaving in its wake a generation of children who have lost parents, care-givers, and other loved ones to illness and death. One of the lasting effects of the HIV/AIDS crisis will be the impact it is having on the education of the generation of children now of school going age. This thesis examines the extent to which South African children who have experienced parental loss are vulnerable to poorer educational outcomes. It contributes to the literature on orphans and schooling in Africa in a number of ways. Firstly, I assess the extent to which the vulnerability of orphans to poorer educational outcomes has changed over time as the AIDS crisis deepens in South Africa. This provides an avenue to explore whether the fear that extended families are no longer effective safety nets may be overstated or whether traditional coping strategies are indeed breaking down. At every point in time cross-sectional evidence suggests that orphans are at risk of poorer educational outcomes with maternal deaths generally having stronger negative effects than paternal deaths. Despite a significant increase in the number of orphans over the last decade I find no evidence of a systematic deterioration in traditional coping strategies with respect to orphans' educational outcomes. Secondly, I analyse two geographically and socioeconomically distinct longitudinal datasets to investigate whether parental death effects are causal. My evidence is consistent with mother's deaths having a causal effect on children's schooling. Thirdly, I exploit the longitudinal data to investigate the extent to which orphan disadvantage precedes parental death and whether orphans begin to recover in the period following a parent's death or whether they continue to fall behind. Finally, I investigate the longer run impact of parental loss in childhood on human capital formation by focusing on the completion of secondary school by early adulthood. These results suggest that parental death will reduce the ultimate human capital attainment of the child.
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Aftab, Zehra. "The effects of private schooling on adult economic outcomes." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/3624.

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Lee, Chanyoung. "Three essays on child labor, schooling outcomes and health." [Ames, Iowa : Iowa State University], 2007.

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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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Hoekstra, Mark L. "Essays on the effects of family and schooling on student outcomes." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015223.

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Prakash, Anila. "Three Essays on Labor Market Outcomes." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560807.

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The three chapters in this dissertation look at different aspects of the labor market and its players. The first chapter estimates the impact of using the internet for job search on job match quality. Using both the semi-parametric Meyer (1990) model and the non-parametric Hausman Woutersen (2014) hazard model, the paper finds that exit rate from employment is at least 28% lower when internet is used as a job search tool. The second chapter looks at the effect of past unemployment on future wages. It is believed that employers may use past unemployment as a signal of low productivity. In this situation workers with a history of unemployment may receive lower wages. The paper uses the Machado Mata (2005) quantile decomposition technique to decompose the wage difference into differences due to characteristics and differences due to rewards. Results indicate that workers with an unemployment spell of more than three months receive at least 12% lower wages and that more than 40% of this wage difference can be attributed to the lower rewards received by the previously unemployed.. The last chapter focuses on human capital formation and looks at some of the reasons behind the low levels of schooling India. Using the Indian Household Development Survey (2005), the paper finds that income continues to be an important factor behind the low level of primary school enrollment. On average, poor students have at least 3% lower enrollment rates, when compared to similar skilled non-poor students.
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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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Heinberg, Aileen Joanna. "Temporal discounting of hedonic outcomes affective processing and the hot/cool model /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1779690641&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Martin-Moreno, Jose Felix. "Antecedents and outcomes of organisational virtues." Thesis, University of Manchester, 2010. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:93136.

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Recent years have seen an increasing interest in the application of virtue ethics in business as opposed to consequentialist or deontogical ethics. However the focus has often been on virtues at the individual as opposed to the organizational level of analysis.It is proposed that the organisational virtues intermediate individual (leadership) and group level constructs (organisational citizenship behaviours, corporate citizenship) to foster intrinsic motivation through a focus on eudemonia (measured as affective commitment). The overall aim of this study is to test this hypothesis using the Chun (2005) scale of organisational virtues ('Virtue Ethical Character Scale'). In the conceptualisation of the organisational virtues I draw from the Aristotelian virtue ethics tradition as reinterpreted by Alasdair MacIntyre.The study is in the main quantitative using SPSS and AMOS, vs. 16 and it is based on a sample of 643 questionnaires drawn from eight different organisations, including two law firms, the headquarters of an international timeshare company, four hotels and a dairy company. All the organisations are based in the UK, except the timeshare company which is based in Cork, Ireland.The survey questionnaire used for the collection of quantitative data is composed of measurement scales representing each construct which were available in the literature and whose validity and reliability were also tested.The outcome of the study is a structured equation model linking the various constructs in the hypothesised manner, which is then applied in a series of case studies involving the organisations surveyed. The model shows particularly strong path coefficients between transformational leadership behaviours and the organisational virtues, and the organisational virtues and affective commitment. Findings from semi-structured and informal qualitative interviews conducted at the organisations are used to help interpret the results.
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Books on the topic "Affective Outcomes of Schooling"

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Cotton, Kathleen. Affective and social benefits of small-scale schooling. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1996.

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Chen, Dandan. Vocational schooling, labor market outcomes, and college entry. [Washington, D.C: World Bank, 2009.

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Lüdemann, Elke. Schooling and the formation of cognitive and non-cognitive outcomes. München: Ifo Institut, Leibniz-Institut für Wirtschaftsforschung an der Universität München e.V., 2011.

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Ziderman, Adrian. Vocational secondary schooling in Israel: A study of labor market outcomes. Washington, DC: Population and Human Resources Dept., the World Bank, 1989.

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Ray, Brian D. A review of home school research: Characteristics of the families and learner outcomes. Salem, Or: National Home Education Institute, Western Baptist College, 1990.

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Brustad, Robert John. Affective outcomes in competitive youth sport: the influence of intrapersonal and socialisation factors. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1989.

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Victor, Lavy, and Filmer Deon, eds. Schooling and cognitive achievements of children in Morocco: Can the government improve outcomes? Washington, D.C: World Bank, 1994.

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Howley, Craig B. The Impact of rural industries on the outcomes of schooling in rural America. [Charleston, W. Va.] (P.O. Box 1348, Charleston 25325): Clearinghouse on Rural Education and Small Schools, 1989.

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1936-, Coombes Phyllida, and Kiddle Cathy 1944-, eds. Teaching traveller children: Maximising learning outcomes. Stoke on Trent, UK: Trentham Books, 2007.

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Eisemon, Thomas. Benefiting from basic education: A review of research on the outcomes of primary schooling in developing countries. Buffalo: Comparative Education Center, Faculty of Educational Studies, State University of New York at Buffalo, 1987.

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Book chapters on the topic "Affective Outcomes of Schooling"

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Harber, Clive. "Educational Outcomes." In Schooling in Sub-Saharan Africa, 229–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57382-3_11.

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Leung, Frederick Koon Shing, and Leisi Pei. "Assessing Cognitive Outcomes of Schooling." In International Handbook of Comparative Large-Scale Studies in Education, 175–99. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88178-8_9.

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Leung, Frederick Koon Shing, and Leisi Pei. "Assessing Cognitive Outcomes of Schooling." In International Handbook of Comparative Large-Scale Studies in Education, 1–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-38298-8_9-1.

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Williams, Sharon Vegh, and Joni M. Cole. "Cultural Competency: Outcomes and Applications." In Native Cultural Competency in Mainstream Schooling, 97–101. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67795-8_9.

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Gireesan, Anjali. "Enhancing Education: Improving Learner Outcomes with Principles of Psychology." In Positive Schooling and Child Development, 115–26. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0077-6_7.

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Glewwe, Paul. "A Method for Estimating the Determinants of Schooling Outcomes." In The Economics of School Quality Investments in Developing Countries, 41–99. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-15032-8_3.

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van der Berg, Servaas, and Martin Gustafsson. "Educational Outcomes in Post-apartheid South Africa: Signs of Progress Despite Great Inequality." In South African Schooling: The Enigma of Inequality, 25–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18811-5_2.

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Hwang, Yeo-Jung. "Effects of Ability Grouping on Middle School Students’ Affective Outcomes." In Korean Education in Changing Economic and Demographic Contexts, 127–49. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-27-7_8.

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Rolleston, Caine, and Zoe James. "Schooling and Cognitive Outcomes from Childhood to Youth: A Longitudinal Analysis." In Growing Up in Poverty, 117–37. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137404039_6.

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Chauncey Strain, Amber, Roger Azevedo, and Sidney D’Mello. "Exploring Relationships between Learners’ Affective States, Metacognitive Processes, and Learning Outcomes." In Intelligent Tutoring Systems, 59–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30950-2_8.

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Conference papers on the topic "Affective Outcomes of Schooling"

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Thomas, Crystal. "Going the Distance! Schooling Outcomes and Distance to School." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1438263.

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De Lisle, Jerome. "A Synthesis Framework Explaining Gendered Outcomes in Caribbean Schooling." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583025.

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Tedman, Raymond. "REALITY VS VIRTUAL REALITY: AFFECTIVE DOMAIN LEARNING OUTCOMES IN MEDICAL ANATOMY TEACHING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0344.

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Chowkase, Aakash. "Affective Outcomes of a Summer Talent Development Program: What Do Students Say?" In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687910.

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Sawyer, Adam. "Transforming Schooling Outcomes for Emergent Bilinguals in Rural California: A Multilingual Placed-Based Approach to Farmworker History." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587249.

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Sawyer, Adam. "Transforming Schooling Outcomes for Latinx Students in Rural California: A Multilingual Placed-Based Approach to Farmworker History." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690052.

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Surma-aho, Antti, Claudia Chen, Katja Hölttä-Otto, and Maria Yang. "Antecedents and Outcomes of Designer Empathy: A Retrospective Interview Study." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97483.

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Abstract A growing body of research suggests that to uncover key needs and create successful designs, designers must holistically and empathically understand end-users. However, despite the existence of empathy frameworks and guides in design, little empirical work has investigated what influences and results from empathy, i.e. its antecedents and outcomes, at the project level. Further, the distinct roles of affective and cognitive empathic processes are rarely recognized in design, even though they are commonly addressed in psychology research. To begin filling these research gaps, this paper presents a thematic analysis of 10 semi-structured interviews with product and service designers. The designers described a variety of techniques and situations that had enabled them to cognitively understand their users’ perspectives and that had caused affective reactions, ranging from consciously searching for analogous experiences in the designer’s own life to feeling concern for users after observing difficulties in their everyday lives. While cognitive empathy and the resulting accuracy of user understanding was perceived to motivate design changes and thus the creation of more beneficial designs, affective empathy was connected to increased acknowledgement of user problems and motivation to help users. The results describe empathy in a design context and highlight differences between distinct components of empathy.
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Taskin, Kemal, and Didem Gokcay. "Investigation of risk taking behavior and outcomes in decision making with modified BART (m-BART)." In 2015 International Conference on Affective Computing and Intelligent Interaction (ACII). IEEE, 2015. http://dx.doi.org/10.1109/acii.2015.7344587.

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Tawfik, Andrew. "Longitudinal Analysis of Cognitive and Affective Learning Outcomes in Problem-Based Learning Simulation Designs." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581230.

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Rodrigues, Luiz, Daniel Arndt, Paula Palomino, Armando Toda, Ana Carolina Tomé Klock, Anderson Avila-Santos, and Seiji Isotani. "Affective Memory in Gamified Learning: A Usability Study." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbie.2022.225748.

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Gamified learning has the potential to improve learning outcomes, but most strategies are focused on using Points-Badges-Leaderboards (PBL) while neglecting other game elements. Drawing upon research discussing nostalgia’s potential to improve user experience and engagement, we hypothesized affective memory could aid in designing gamification’s visual aesthetics. To start testing that hypothesis, we conducted a moderated usability study aiming to understand how Pokémon-based gamification compares to a trophy-based approach. Nine undergraduate students used two versions of a gamified quiz prototype (Pokémon and trophy-based) to complete multiple-choice items, then discussed their experiences in a semi-structured interview. Our findings suggest affective memory plays a significant role in gamified learning and indicate Pokémon-based gamification might maximize intrinsic motivation. Thus, informing practitioners that gamification targeting affective memory can enhance learning by increasing engagement and intrinsic motivation, and calling researchers to further investigate affective memory and other brands in gamification research.
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Reports on the topic "Affective Outcomes of Schooling"

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Elacqua, Gregory, Patricia Navarro-Palau, Maria Prada, and Sammara Soares. The impact of online technical education on schooling outcomes: Evidence from Brazil. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003778.

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This paper studies the impact of online technical education offered to complement regular academic instruction in high school on student schooling outcomes. Using a regression discontinuity design with an oversubscribed large-scale online technical course in Brazil, we find that students who score above the cutoff on the online technical education admission exam are less likely to drop out of high school, while their performance on standardized tests in math and Portuguese is similar to that of students just below the admission exam cutoff. Overall, we provide evidence that complementing high school regular instruction with technical education in an online format can be an effective public policy to increase students work readiness as it reduces the dropout rate from secondary education without negatively affecting students academic proficiency.
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Clay, Karen, Jeff Lingwall, and Melvin Stephens. Laws, Educational Outcomes, and Returns to Schooling: Evidence from the Full Count 1940 Census. Cambridge, MA: National Bureau of Economic Research, November 2016. http://dx.doi.org/10.3386/w22855.

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Schmitz, Lauren, and Dalton Conley. The Effect of Vietnam-Era Conscription and Genetic Potential for Educational Attainment on Schooling Outcomes. Cambridge, MA: National Bureau of Economic Research, July 2016. http://dx.doi.org/10.3386/w22393.

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Danzer, Natalia, and Victor Lavy. Parental Leave and Children's Schooling Outcomes: Quasi-Experimental Evidence from a Large Parental Leave Reform. Cambridge, MA: National Bureau of Economic Research, September 2013. http://dx.doi.org/10.3386/w19452.

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Tribbett, Krystal, Derek Quezada, and Jimmy Zavala. Library Impact Research Report: Improving Primary Source Literacy Learning Outcomes through a Community-Centered Archives Approach. Association of Research Libraries, January 2023. http://dx.doi.org/10.29242/report.ucirvine2023.

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As part of ARL’s Research Library Impact Framework initiative, the University of California, Irvine (UCI) Libraries used its humanities core program—a year-long undergraduate freshman course that introduces students to the development of scholarly research using primary and secondary source resources—to answer the research question, “When students ‘see themselves’ represented in archives, do they experience an affective response that has an effect on how and what they learn through primary source literacy workshops?” UCI used entrance and exit surveys as assessment tools. Survey results show that the learning outcomes achieved during the community-centered archives workshop exceeded those achieved during the traditional primary literacy workshop. These findings suggest incorporating more inclusive histories into workshops and discussing the importance of representation in archives improves the student learning outcomes. When students “see themselves” represented in archives, they experience an affective response that impacts how and what they learn through primary source literacy workshops.
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Kaffenberger, Michelle, and Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
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Morphett, Jane, Alexandra Whittaker, Amy Reichelt, and Mark Hutchinson. Perineuronal net structure as a non-cellular mechanism of affective state, a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2021. http://dx.doi.org/10.37766/inplasy2021.8.0075.

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Is the perineuronal net structure within emotional processing brain regions associated with changes in affective state? The objective of this scoping review is to bring together the literature on human and animal studies which have measured perineuronal net structure in brain regions associated with emotional processing (such as but not limited to amygdala, hippocampus and prefrontal cortex). Perineuronal nets are a specialised form of condensed extracellular matrix that enwrap and protect neurons (Suttkus et al., 2016), regulate synaptic plasticity (Celio and Blumcke, 1994) and ion homeostasis (Morawski et al., 2015). Perineuronal nets are dynamic structures that are influenced by external and internal environmental shifts – for example, increasing in intensity and number in response to stressors (Blanco and Conant, 2021) and pharmacological agents (Riga et al., 2017). This review’s objective is to generate a compilation of existing knowledge regarding the structural changes of perineuronal nets in experimental studies that manipulate affective state, including those that alter environmental stressors. The outcomes will inform future research directions by elucidating non-cellular central nervous system mechanisms that underpin positive and negative emotional states. These methods may also be targets for manipulation to manage conditions of depression or promote wellbeing. Population: human and animal Condition: affective state as determined through validated behavioural assessment methods or established biomarkers. This includes both positive and negative affective states. Context: PNN structure, measuringPNNs.
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Lavy, Victor, Assaf Kott, and Genia Rachkovski. Does Remedial Education at Late Childhood Pay Off After All? Long-Run Consequences for University Schooling, Labor Market Outcomes and Inter-Generational Mobility. Cambridge, MA: National Bureau of Economic Research, December 2018. http://dx.doi.org/10.3386/w25332.

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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.
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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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