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Affective Learning Competencies

The document discusses affective learning competencies and targets. It defines affective traits as emotions or feelings that are different from cognitive skills and knowledge. It identifies several types of affective targets including (1) attitudes towards objects and people, which have affective, cognitive, and behavioral components, (2) values like desirable end states and modes of conduct, (3) motivation determined by expectations and beliefs about success, (4) academic self-concept, (5) social relationships including peer relations and cooperation, and (6) classroom environment. The document emphasizes that affective targets are important non-cognitive aspects of learning.

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Charize Estomata
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82 views7 pages

Affective Learning Competencies

The document discusses affective learning competencies and targets. It defines affective traits as emotions or feelings that are different from cognitive skills and knowledge. It identifies several types of affective targets including (1) attitudes towards objects and people, which have affective, cognitive, and behavioral components, (2) values like desirable end states and modes of conduct, (3) motivation determined by expectations and beliefs about success, (4) academic self-concept, (5) social relationships including peer relations and cooperation, and (6) classroom environment. The document emphasizes that affective targets are important non-cognitive aspects of learning.

Uploaded by

Charize Estomata
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd

AFFECTIVE LEARNING COMPETENCIES

1. Importance of Affective Targets


2. Affective Traits and Learning Targets
Affective - Variety of traits and dispositions that are different from knowledge, reasoning,
and skills (Hohn, 1995)
- Technically refers to emotions or feelings (non-cognitive)

2.1 Attitude Targets

Attitude - Internal state that influence what students are likely to do (McMillian,
1980)

Internal State - can determine positive or negative or favorable or unfavorable


reactions toward and object, situations, persons, or group of objects,
general environment, or group of persons.
Three components of attitudes (Forsyth, 1999)
a. affective component of positive or negative feeling
b. a cognitive component describing worth or value.
c. A behavioral component indicating a willingness or desire to engage in particular
actions.

Affective components consist of emotions or feelings associated with an object or a person (good
or bad feeling, enjoyment, likes, comfort, anxiety, etc.)

2.2 Value Targets -Value refers to either to end states of existence or to modes of conduct
that are desirable or sought (Rokeach, 1973)

End state - refers to a conditions and aspects of oneself and the kind of world that
a person wants such as life, world, peace, freedom, happiness, social
acceptance, and wisdom.

2.3 Motivation Targets - An extent to which student are involved in trying to learn (McMillian,
2007)

Expectancy X Value Framework – Implies that motivation is determined by student’s


expectations, their belief about whether they are likely to be successful,
and relevance of outcome.

Expectations - refers to the self-efficacy of student.

Self-Efficacy - the student’s self-perception of his or her capability to perform


successfully
2.4 Academic Self-Concept Targets
2.5 Social Relationship Targets

Nature of social relationship that can be used as targets.

• Peer relations
• Cooperation
• Taking a stand
• Functioning in groups
• Prosocial behavior
• Friendship
• Collaboration
• Conflict Resolution
• Assertiveness
• Empathy
2.6 Classroom Environment Targets
3. Affective Domain of the Taxonomy of Educational Objectives

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