CHAPETER 5:

AFFE C T I V E
L E ARN I N G
C O M PET E N C I E S
IMPORTANCE OF AFFECTIVE TARGETS
• Researches have established the clear link between affect and
cognitive learning (Ormrod, 2004). Students are more proficient in
problem-solving if they enjoy what they do. Too much anxiety
obstructs learning, and greater motivation is necessary for
maximum performance. A more positive environment fosters good
student engagement and learning than in a classroom with negative
climate (Fraster, 1994).
• Though the linkage of affect and learning of students has
been well-established, there remains very little systematic
assessment of affect that is applied in classroom instruction.
(McMillan, Workman &Myran 1998); Stiggins & Conklin, 1992)
IMPORTANCE OF AFFECTIVE TARGETS
• Cognitive subject matter targets are agreed on as desirable for all
students. This places affect in a position of importance but still
secondary to cognitive learning. It also makes difficult to
determine which affective targets are appropriate for all students.
It is simply easy to define attitudes, values, and interests.
• The second possible reason is that many potential sources of
error in measuring affective traits often result in low reliability.
POSITIVE AFFECTIVE TRAITS AND SKILLS ARE
ESSENTIAL FOR:

• Effective learning
• Being an involved and productive member of society
• Preparing for occupational and vocational satisfaction and
productivity (example: work habits, willingness to learn,
interpersonal skills)
• Maximizing the motivation to learn at present and in the
future
• Preventing students from dropping out of school
AFFECTIVE TRAITS AND LEARNING TARGETS

• The word affective refers to a variety of traits and

dispositions that are different from knowledge,
reasoning, and skills ( Hohn, 1995).
TRAITS AND DESCRIPTION
Trait Description
Attitudes Predisposition to respond favorably or
unfavorably to specified situations, concepts,
objects, institutions, or persons

Interests Personal preference for certain kinds of activities

values Importance, worth, or usefulness of modes or
conduct and end states of existence

Opinions Belief about specific occurrences and situations

Preferences Desires to select one object over another
TRAITS AND DESCRIPTION
Trait Description
Motivation Desire and willingness to be engaged in behavior
including intensity of involvement

Academic self-concept Self-perception of competence in school and

learning
Self-esteem Attitudes toward oneself; degree of self-respect,
worthiness, or desirability of self-concept

Locus of control Self-perception of whether success and failure is

controlled by the student or by external
influences.
TRAITS AND DESCRIPTION
Trait Description
Emotional Growth, change, and awareness of emotions
development and ability to regulate emotional expression

Social relationships Nature of interpersonal interactions and

functioning in group setting
Altruism Willingness and propensity to help others

Moral development Attainment of ethical principles that guide

decision-making and behavior
Classroom Nature of feeling tones and interpersonal
development relationship in a class
Attitudes Targets
McMillan (1980) defines attitudes as internal
states that influence what students are likely to do.
A positive attitude A negative
toward attitude toward
Learning Cheating
Math, Science, Drug use
English, and other Bullying
subjects Cutting classes
Assignments Dropping out
Classroom rules
teachers
In researches conducted by social psychologists, they
found that attitudes consist of three components or
contributing factors (Forsyth, 1999):
– An effective component of positive or negative feelings.
– A cognitive component distributing worth or value
– A behavioral component indicating a willingness or
desire to engage in particular actions.
VALUE TARGETS

– Generally, values refer either to end states of existence

or to modes of conduct that are desirable or sought
(Rokeach, 1973).
– End states of existence refer to conditions and aspects of
oneself and the kind of world that a person wants such
as safe life, world peace, freedom, happiness, social
acceptance, and wisdom.
Mcmillan (2007) suggested that in setting value targets, it is necessary to
stick to non-controversial and those that are clearly related to academic
learning and school and department of education goals. Some values that are

commendable and non-controversial are described in the table below .

Value Sample value target

Honesty Students should learn to value honesty in their
dealing with others.

Integrity Students should firmly observe their own code of

values.
Justice Students should support the view that all citizens
should be the recipients of equal justice from
government law enforcement agencies.

Freedom Students should believe that democratic countries

must provide the maximum level of freedom to
their citizens.
MOTIVATIONS TARGETS
– In education, motivation can be defined as the extent to which
students are involved in trying to learn.(McMillan, 2007) this
includes the students initiation of learning, the intensity of effort
exerted, the students’ commitment, and the students’ persistence.
– Expectations refers to the self- efficacy of the student. Self-
efficacy is the student’s self-perception of his or her
capability to perform student see the relevance of the
activity.
Academic Self-Concept Targets
– Extensive literature on self-concept and self-esteem are available
for references. Most educators refer to this characteristics when
dealing with students who have problems with school and
learning (e.g., “Juan has a low self-concept,” “Juana has a low
opinion of herself”). It is accepted that these beliefs are
important even when controversy over whether self-concept and
self-esteem proceed or result from academic learning. Some
level of positive self-efficacy is needed for achievement
(McMillan, 2007). It is likely that the said aspect of self-concept
is formed, at least in part, when children experience meaningful
success with moderate effort.
1.ts.

Social Relationship Targets

A complex set of interaction skills, including
identification of and appropriate responses to social
indications, defines social relationships. The table below
contains examples of the nature of social relationships
that can be used as targeT
Peer relations friendship
Cooperation collaboration
Taking stand conflict resolution
Functioning in groups assertiveness
Prosocial behavior* empathy
Presented in the table below are some
examples of social relati onship areas and
corresponding
Social relationship Target concern Example
Peer relationship Showing interest in others Students will share their ideas
Listening to peers in a small group discussion
Sharing to a group
Contributing to group activities
Cooperative skills Sharing Students will demonstrate that
Listening they are able to negotiate with
Volunteering ideas and others and compromise
suggestions
Supporting and accepting
others ideas
Taking turns
Criticizing constructively
CLASSROOM ENVIRONMENT TARGETS
• In every classroom there is a unique climate that is felt at every
point in time. Some manifest a comfortable atmosphere, others
have relaxed and productive ambiance. As a result, there are classes
that are happy and content while others are serious and tensed due
to the effect of the classroom climate. It follows that students
behave differently as dictated also by the classroom climate, some
shows warm and supportive class while others register as cold and
rejecting. All these situations are what is known as classroom
environment, classroom climate, or classroom culture.
CLASSROOM ENVIRONMENT TARGETS

Characteristics Description
Affiliation The extent to which student like and
accept each other
Involvement The extent to which students are
interested in and engaged in learning
Task orientation The extent to which classroom
activities are focused on the
completion of academic tasks
Cohesiveness The extent to which students share
norms and expectations
Competition The emphasis on competition
between students
Favoritism Whether each student enjoys the
same privileges
CLASSROOM ENVIRONMENT TARGETS

Characteristics Description
Influence The extent to which each student
influences classroom decisions
Friction The extent to which students bicker
with one another
Formality The emphasis on imposing rules
Communication The extent to which communication
among students and with teacher is
honest and authentic
warmth The extent to which students care
about each other and show concern
AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATION
OBJECTIVES

• In 1964, David R. Krathwohl, together with his colleagues,

extended Bloom’s taxonomy of educational objectives by
publishing the second taxonomy of objectives, this time giving
emphasis on the affective domain. Krathwohl and his collaborators
attempted to subdivide the affective realm into relatively distinct
divisions. Five different levels of affective objectives were
described in the affective taxonomy.
AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATION
OBJECTIVES

Description Example
Level
Receivin Concerned with students sensitivity to the existence Students does
g of certain phenomena and stimuli, that is, with mathematics
(attendin students willingness to receive or to attend to this activities for grade
g) stimuli.
It is categorized in three subdivisions that shows
the different levels of attending to phenomena:
1. Awareness of the phenomena
2. Willingness to receive the phenomena
3. Controlled or selected attention to phenomena
AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATION
OBJECTIVES
Level Description Example

Responding Concerned with Students gives

responses that go beyond special attention
merely attending to to the discussion
phenomena. of mathematics
Students are sufficiently lessons to be able
motivated that they are to answer the
not just “willing to activities.
attend” but are actively
attending.
AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATION
OBJECTIVES

Description Example
Level
Valuing Reflects the students holding Student actively
of a particular importance or and consistently
value. participates in the
Students display behavior discussion and
with sufficient consistency in interestingly
appropriate situations that are answers all the
perceived as holding this activities in
value mathematics.
AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATION
OBJECTIVES

Description Example
Level
Organizing Students successively Students
internalize values, they integrates the
encounter situations in which lessons
more than one value is relevant. learned in
This requires the necessity of math and
organizing their values into a science
system such that certain values
exercise greater control.
AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATION
OBJECTIVES
Level Description Example
Characterizin Internalization has taken Students
g by a value place in an individuals value applies the
or value hierarchy to the extent that lessons
complex he or she can be learned in
characterized as holding a mathematics
particular value or set of in daily
values. activities such
buying,
cooking, and
others.