Teaching and Learning in the Affective Domain: A Review of the Literature.

100 Pages·2007·1.11 MB·English

DOCUMENT RESUME
SP 029 671
ED 288 871
AUTHOR
Hunt, Walter C.
Teaching and Learning in the Affective Domain: A
TITLE
Review of the Literature.
Washington Office of the State Superintendent of
INSTITUTION
Public Instruction, Olympia.
Jun 87
PUB DATE
NOTE
100p.
PUB TYPE
Information Analyses (070)
EDRS PRICE MF01/PC04 Plus Postage.
DESCRIPTORS
Academic Achievement; *Affective Objectives;
*Classroom Environment; Classroom Techniques;
Elementary Secondary Education; *Teacher Response;
*Teacher Student Relationship; Teaching Methods
ABSTRACT
This document presents a review of the research en
the affective domain as it relates to learning and teaching in the
classroom. The synthesis concludes that it is clearly evident that
affective factors are an important dimension of the teaching/learning
process and that the ways in which teachers respond to students and
classroom situations relate to cognitive outcomes such as achievement
and behavior. Causal relationships have not yet been conclusively
determined, but such affective factors as motivation, self-esteem,
self-perceptions, feelings of confidence, self-concept of ability,
and teacher praise appear to have positive affects on achievement and
behavior. The bulk of the document consists of three appendixes.
Appendix A details the instrumentation used in measuring the
affective domain. Appendix B provides a representative sampling of
research results from studies of the affective domain presented in 36
categories. Appendix C provides a description of a successful teacher
training program called TESA (Teacher Expectations and Student
Achievement) designed to produce teacher behaviors that result in
improvements both in student achievement and student attitudes. A
list of 136 references is also included. (CB)
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Reproductions supplied by EDRS are the best that can be made
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TEACHING AND LEARNING IN THE
AFFECTIVE DOMAIN:
A REVIEW OF THE LITERATURE
U 9 DEPARTMENT OF
"PERMISSION TO REPRODUCE THIS
EDUCATION
Office of Educational Research
MATERIAL HAS BEEN GRANTED BY
and Improvement
EDUCATIONAL RESOURCES
INFORMAlION
CENTER (ERIC)
This document has been reproduced
as
F. froutltre-f-
received from the person or organization
originating It
0 *into changes have been made
to improve
reproduction Quality
C)
4,
TO THE EDUCATIONAL RESOURCES
Points of new or opinions stated in this
doctr
ment do not necessarily represent
official
INFORMATION CENTER (ERIC/"
OERI position or policy
TEACHING AND LEARNING IN THE AFFECTIVE
A REVIEW OF LITERATURE
DOMAIN:
Dr. Frank B. Brouillet
Superintendent of Public Instruction
Dr. Charles R. Marshall
Deputy Superintendent of Public Instruction
Dr. Theodore E. Andrews
Director of Professional Education
..!ssional Education Section
el
Office of the 3uperintendent of Public Instruction
Olympia, WA 98504
June, 1987
FOREWARD
studies
the
research
review
of
contains
in
document
This
a
The report was prepared by Walter C. Hunt,
affective domain.
of
Program
supervision
under
Specialist,
Instructional
the
Professional Education
Section,
Director,
Andrews,
Theodore
E.
Office of the Superintendent of Public Instruction.
4
Table of Contents
Page
Introduction
1
Defining the Affective Domain
2
Summary of Research Results
6
13
Conclusions
Instrumentation Used in Measuring the Affective
Appendix A:
Domain
17
Research Results Obtained from Studies Conducted
Appendix B:
in the Affective Domain
33
The Effects of Teacher Emphasis on Affective Outcomes
35
.
Student Self-Esteem
36
.
Affective Factors in School Learning
36
.
Student Perceptions of Affective Teacher Qualities
38
.
Self-Concept and Academic Achievement
39
.
46
Self-Concept and Absenteeism
.
Self-Concept and Self-Perception
47
.
Self-Concept Related to Time Spent in School
47
.
48
Self-Concept and Achievement
.
Federally-Funded Programs to Improve Student
.
49
Self-Concept
Self-Concept Research Contained in Doctoral
.
49
Disserations
Student Self-Concepts Related to Teacher Behavior
50
.
Teacher Affective Responses of "Anger" and "Sympathy"
50
.
Cooperative Learning Experiences
53
.
Teacher Consultation in the Affective Domain
58
.
Self Perception and School Related Variables
63
.
5
Table of Contents (continued)
llam.
Results of Allender's (1982) Review of Research in the
.
Affective Domain
64
Self-Concept and Task-Oriented Behavior
64
(a)
Classroom Management
64
(b)
Confluent Education
64
(c)
Affective Outcomes as Dependent Variables
65
.
Affective Teacher Training
66
.
Teacher's Level of Interpersonal Affective Skills
68
.
Motivation and Achievement
68
.
Teacher's Expectations and Behavior Related to Affective
.
Outcomes
69
Student Attitudes and Academic Achievement
69
.
Teacher Influences
70
.
Sex Factors Related to Student Attitudes
71
.
Age Factors Related to Student Attitudes
71
.
Personality Factors Related to Student Attitudes
71
.
Teacher Attitudes and Affective Outcomes
71
.
Teacher Interpersonal Functioning
72
.
The Effect of Praise in the Classroom
74
.
Effective Teaching Strategies Include the Affective
.
Domain
75
Mathematics Education and the Affective Domain
76
.
Lower-Elementary Students' Self-Perceptions of Ability
.
and Perceptions of Peers' Ability
78
Factors Affecting Students' Self-Perceptions and
.
Self-Concepts
79
The Effects of Student Confidence on Achievement
80
.
Relationship Between Student Achievement and Preference
.
from Instructional Methods
81
Appendix C:
TESA:
An Affective Teacher Inservice Program
Based on Research
82
References
85
INTRODUCTION
In recent years, educators have focused considerable attention on research
cognitive
domain
development
support
in
number
the
of of
the
to
a
observation systems
the Florida Performance Measurement System).
(e.g.,
These systems, now operational,
are adding daily to what is known about
The affective domain,
teaching
cognitive
learning
domain.
the
and
in
has been largely ignored
in these efforts because the research
however,
base linking affective characteristics to student achievement is weak and
contradictory.
The State of Washington has authorized the development of a research-based
used with student
observation instrument
A review of
teachers.
be
to
in the cognitive domain--which complements previous
research,
1982-1986,
efforts--has been completed as a first step to assist teacher educators in
this task.
This second report, a review of the research on the affective domain as it
to learning and teaching in
the classroom has been completed to
relates
complement the studies in the cognitive domain.
"Summary" "Conclusions"
major
included
findings
The
and
are the
in
Descriptions
sections.
research
of
studies
included
the
are
the
in
"Appendices."
- 1
-
DEFINING THE AFFECTIVE DOMAIN
these
human completely
into
one
reactions
fall
of
"...few,
any,
if
It is important that the
categories (cognitive, affective, psychomotor).
affective domain be understood as a construct, not a real thing, and that
labeling of certain reactions as affective...is to point out aspects of
these reactions which have significant emotional or feeling components."
(Anderson, 1981)
One of the first modern attempts to provide a definition for the affective
domain was undertaken by Krathwohl et al (1964) in Taxonomy of Educational
Tae Classification of Educational Goals,
Handbook 2:
Objectives:
Krathwohl offered a classification system for affective
Affective Domain.
He felt that affective behaviors could be ordered
classroom behaviors.
continuous
representing
internalization
continuum
along
"a
of
a
modification of behavior from the individual's being aware of a phenomenon
to a pervasive outlook on life that influences all his actions."
concern with
"degree
taxonomy
Krathwohl's
based
of
the
on
is
a
internalization" (i.e., degree to which an attitude, value or interest has
the personality) and includes such categories as
been incorporated into
characterization by
organization,
receiving, responding, valuing,
and
a
value or value complex. one goes from "merely
In Krathwohl's continuum,
to its becoming one's basic outlook
being aware" that a phenomenon exists,
on life.
8
to define and describe the affective domain include
the
Other attempts
following:
the affective domain includes objectives
According to Bloom (1956),
1.
attitudes
values,
which describe changes
interest,
the
and and
in
development of appreciations and adequate adjustment.
International Encyclopedia of
in The
writing
Sinclair
(1985)
2.
refers to "affect" as a term used to describe the feeling
Education
or emotional aspect of experience, and is concerned with:
The motivation of behavior.
The maintenance and enhancement of self-esteem in the educational
.
setting.
Anxiety and achievement motivation.
.
Development of curiosity, exploratory behavior, and a need-to-know
.
and understand.
recognition
and
praise,
need
motives,
such
for
Social
as
a
.
attention.
According to Anderson (1981) there are seven central student affective
3.
characteristics:
values;
(1)
academic self-esteem;
(2)
anxiety;
(3)
interests;
(4)
locus of control;
(5)
attitudes; and
(6)
preferences.
(7)
9
3-
characteristics
essential affective
features
The
of these
are
as
follows:
They must involve feelings and emotions.
(a)
They must be typical of the thoughts or behaviors of the person.
(b)
They have intensity (strength of feelings).
(c)
They have direction (refers to positive or negative orientation
(d)
of feelings).
toward which
have target
They
(object,
activity,
idea
or
(e)
a
feeling is directed).
According to Beane (1985/1986) "...the form or substance of affective
4.
school
problematic
perhaps
education
most
all
of
represents
the
In an attempt to define "affective education," Beane refers
issues."
of Education,
U.S. Commissioner
distinction
made
former
by
a
to
Sterling McMurrin who distinguished between affective and cognitive
do with emotion and
learning by suggesting that the former had
to
and that the latter focused on knowledge and thought.
feelings,
It
"cognitive," "academic," and "thinking
appears
such
terms
that
as
skills" are often used in contradistinction to "affective," as though
thinking
distinct
from
separate
the
affective
term
and
the
is
process.
there have been several major attempts
have
give
seen,
As we
to
However, the purpose of this paper is
definition to the affective domain.
to select or explain one particular definition over another, but to
not
popularly
accepted
brief
present outline several
most
of of
the
a
definitions descriptions
domain educational
affective
of
and
the
in
consider
best
stated
literature. Perhals,
earlier,
the
as
it to
is
in very broad
deal with the emotions
affective domain
terms
and
that
-4-
10