Lesson 3.1: Affective Learning Competencies

•Attitudes

•Interests

•Values

•Opinions

•Preferences

•Motivation

•Academic Self-Concept

•Self-Esteem

•Locus of Control

•Emotional Development

•Social Relationships

•Altruism

•Moral Development

•Classroom Development

Trait

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

Beliefs about specific occurrences and situations

Preferences

Desire to select one object over another.

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.

Emotional Development

Growth, change, and awareness of emotions and the 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 Development

Nature of feeling tones and interpersonal relationship in a class

•Honesty

•Integrity

•Justice

•Freedom

Value

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.

motivation

the extent to which students are involved in learning.

affective

refers to various traits and dispositions that are different from knowledge, reasoning, and skills (Hohn, 1995).

social interaction

key element of knowledge construction, active learning, and deep understanding (Borich & Tombari, 2004).

•Peer Relationship

•Cooperative Skills

Social Relationship

•Affiliation

•Involvement

•Task Orientation

•Cohesiveness

•Competition

•Favoritism

•Influence

•Friction

•Formality

•Communication

•Warmth

CHARACTERISTIC

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 students are interested in and engaged in learning

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.

Influence

The extent to which students 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.

•Receiving (Attending)

•Responding

•Valuing

•Organizing

•Characterizing by a Value or Value Complex

Level

Receiving (Attending)

Concerned with student's sensitivity to the existence of certain phenomena and stimuli, that is, with student's willingness to receive or to attend to these stimuli.

Responding

Concerned with responses that go beyond merely attending to phenomena. Students are sufficiently motivated that they
are not just "willing to attend' but are actively attending.

Valuing

Reflects the student's holding of particular importance or value. Students display behavior with sufficient consistency in inappropriate situations that are perceived as holding this value.

Organizing

Students successively internalize values. They encounter situations in which more than one value is relevant. This requires the necessity of organizing their values into a system such that certain values exercise greater control.

Characterizing by a Value or Value Complex

Internalization has taken place in an individual’s value hierarchy to the extent that he or she can be characterized as
holding a particular value or set of values.