Chapter 5:

Affective Learning
Competencies

EDUC106.2 | MR.DENNIS UBENIA

BSED-ENG | EDUC3B

Canlas, Regine Mae P.

Japson, Analiza M.
Pangilinan, Maica
 OUTLINE:
1. Overview of Affective Learning Competencies
2. Affective Traits and Learning Targets
2.1 Attitude Targets
2.2 Value Targets
2.3 Motivation Targets
2.4 Academic Self-Concept Target
2.5 Social Relationship Targets
2.6 Classroom Environment Targets

3. Affective Domain of the Taxonomy of Educational Objectives

Overview
Affect describe a number of non-cognitive variables such as a person’s
attitude, interests and values. Student affect is more important and
teachers can help their students acquire positive attitudes.

According to William James Popham (2003), the reasons why it is

important to assess affect are:
1. Educators should be interested in assessing affective variables
because these variables are excellent predictors of student’s
future behavior.
2. Teachers should assess affect to remind themselves that there’s
more to being a successful teacher than helping students obtain
high scores on achievement tests. And
3. Information regarding students’ affect can help teachers teach
more effectively on a day-to-day basis.
Affective Learning Competencies
❑Besides students’ academic
performance, there are other
dimensions of learners that need to be
assessed also. There are aptitudes and
attitudes that are related to the
academic achievement of learners
(Tanner, 2001).

❑The learners’ attitude toward academic

tasks influences their achievements
(Harter, 1998; Lefrancois,1994).
Affective Learning Competencies
❑Attitude is associated with what is called the
individual’s affective domain, and affect adds a
significant dimension to assessment. If there is a
relationship between how students feel about a task
and their performance, it is but necessary for teachers
to assess affect and then do something to influence
affect.

❑It is not just to help the students like the activities they
do but to do it better.
Affective Learning Competencies
❑Attitude measures are part of the broader category of
personality measures. This area of assessment is significant
since the information about personality characteristics gives
more information that will help in predicting how a particular
set of learners will likely respond to certain learning
situation.

❑In the general psychology course, a more detailed study

about personality is covered, but in this topic we will focus its
connection to school and learners’ achievement.
1. Importance of Affective
Targets
Researchers have established the clear link between
affect and cognitive learning (Omrod, 2004)
• Students are more proficient in problem solving if
they enjoy what they do.
• Students who are in good mood and emotionally
involved are more likely to pay attention to
information, remember it meaningfully and apply
it.
• 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 a negative climate (Fraser, 1994)
 Importance of Affective Targets
• 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 and Conklin,1992).

• Motivation and involvement of students in learning activities are

affected by students’ attitude toward learning, respect for others,
and concern for others. Though this factors are known to teachers
yet most teachers do not utilize any kind of formal affective
assessment. Possible reasons are:
1. School routines are organized based on subject areas
2. Assessment of affective targets is fraught with difficulties. (McMillan,
2007)
 Importance of Affective Targets
✓ The second possible reason is that many potential sources of error
in measuring affective traits often results in low reliability.
Motivation is of primary concern.
✓ Students needs to take such assessment seriously to provide
accurate results, but still many may restrain from giving honest
answer if the responses are not treated with anonymity and
confidentiality.
✓ It would be easier to fake responses to self-report instruments if
the results are to be used in grading or some other purpose.
✓ Students may want to please the teachers with positive
responses.
✓ Other possible source of error is that some affective traits are
easily influenced by momentary or temporary moods. This is true
for younger students who may report more negative affect after
a bad day or session.
✓ Teachers’ bias may also contribute significantly on what maybe
recorded or perceived.
Importance of Affective Targets
Though a lot of demotivating instances were mentioned in the previous
paragraphs, these discouraging instances should not hinder the assessment
of students’ affect.
Positive affective traits and skills are essential for:
❑Effective learning
❑Being an involved and productive member of our 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

Various ways by which teachers can signal to students that clearly defined positive affect is
important than just simply systematically assessing it. It begins with identifying affect targets.
2. Affective Traits and
Learning Targets
The word affective refers to variety of traits and
dispositions that are different from knowledge,
reasoning, and skills (Hohn, 1995).
Technically, this term means the emotions or
feeling that one has toward someone or
something. Nevertheless, attitudes, values, self-
concept, citizenship, and other traits are usually
considered to be non-cognitive, include more
than emotions or feelings. Most kinds of student
affect involve both emotion and cognitive
beliefs.
Affective Traits and Learning Targets
Shown in the table below are the different affective traits and its corresponding
description:

TRAIT DESCRIPTION

Attitudes Predisposition to respond favorably or unfavorably to 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 state 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
Affective Traits and Learning Targets
TRAIT DESCRIPTION

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 external influences
Emotional Development Growth, change, and awareness of emotions 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 Development Nature of feeling tones and interpersonal relationship in a class
 2.1 Attitude Targets
❖ McMillan (1980) defines attitude as
internal states that influence what
students are likely to do. The internal state
can in some degree determine positive or
negative or favorable or unfavorable
reaction toward an object, situation,
person or group of objects, general
environment or group of persons.

❖ It does not refer to behaviors, what a

student knows right or wrong in a moral or
ethical sense, or characteristics such as
race, age or socio-economic status.
2.1 Attitude Targets
A Positive Attitude Toward A Negative Attitude Toward

Learning Cheating

Math, Science, English, and other Drug use

subjects

Bullying
Assignments

Cutting classes
Classroom rules

Dropping out
Teachers
2.1 Attitude Targets
In researches conducted by social psychologists, they found that attitudes consist of three
components or contributing factors (Forsyth, 1999):

1. An effective component of positive or negative feelings.

2. A cognitive component of describing worth or value.
3. A behavioral component indicating a willingness or desire to engage in
particular actions.

This trifocal conceptualization has significant implications for identifying attitude

targets. Does the assessment need to focus on feelings, thoughts, or behavior?

✓ If the learning target for example is “students will have a positive attitude toward
school” then the assessment need to include all the three components since
the general nature of target would need to be consistent with the assessment.

✓ But, if the target is “students will like coming to school” then it would suffice that
the assessment focus only on the affective component.
2.2 Value Targets
Values, generally refer either to
end states of existence or to
modes of Values, generally refer
either to end states of existence or
to modes of conduct that are
desirable or sought ( Rokeach,
1973)conduct that are desirable or
sought ( Rokeach, 1973)
End states of TERMINAL VALUES
existence A world at peace free of war and conflict

Wisdom a mature understanding of

− refer to conditions life
and aspects of Happiness contentedness

oneself and the kind Salvation saved, eternal life

of world that a Self-respect self-esteem

person wants such A comfortable life a prosperous life
as safe life, world True friendship close companionship
peace, freedom, Pleasure an enjoyable leisurely life
happiness, and etc. Social recognition respect, admiration

Freedom independence, free choice

Family security taking care of loved ones

 INSTRUMENTAL VALUES

Modes of conduct
Ambitious hardworking, aspiring
Cheerful lighthearted, joyful

− are manifest in what a Loving affectionate, tender

person believes is Self-respect self-esteem

appropriate and Equality brotherhood, equal opportunity

for all
needed in everyday Honest sincere, truthful
existence such as Forgiving willing to pardon others
being honest, cheerful, Imaginative daring, creative
ambitious, loving, Self-controlled Restrained, self-discipline
responsible, and Clean neat, tidy
helpful. Courageous standing up for your beliefs
Obedient Dutiful, respectful
Each Values can be
categorized as the following:
❑ Moral
❑ Political
❑ Aesthetic
❑ Social
❑ Economic
❑ Technological
❑ Religious Values
Example of Some Values that are commendable and
non-controversial:

VALUES SAMPLE VALUE TARGETS

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 equal justice
from government law enforcement agencies.
Freedom Students should believe that democratic
countries must provide the maximum level of
freedom to their citizens
2.3 Motivation
Motivation, in education, can be defined
as the extent to which students are
involved in trying to learn. (McMillan
2007).

The students’ initiation of learning, the

intensity of effort exerted, the students’
commitment, and the student’s
persistence.
 Motivation
− is the determined engagement of the Motivational
students in learning in order to gain Factors:
mastery of knowledge or skills
students take learning seriously and
give important opportunities to learn. ✓ Achievement
goal
− Many studies implied that motivation
is the most important factor ✓ Self-efficacy
influencing students’ academic
achievement (Pintrich & Schunk, ✓ Task value/
2002) and constructing students’ Value
learning (Brophy 1998).
Achievement Goal Theory
− students’ learning goal direct and activate their attitudes in
achievement.

Two Major goal orientation:

1. Mastery
− This is concerned with maintaining to learn and progress on a
task, to improve new abilities and to obtain new perception
about doing task.

2. Performance goal
− This is associated with adopting to illustrate one’s competence
to others, to get reward from teachers, and friends and to
perform better than others in the class when working on learning
tasks.
(McMillan, 2007) Motivation Targets focus on:
1. Self -efficacy
2. Value

❑ Self-efficacy is the student’s self-perception of

his/her capability to perform successfully.

❑ Values are self-perception of the importance of

the performance.
EXAMPLES MOTIVATION TARGETS
• Students will believe that they are capable of learning how to
write simple computer programs using java. (Self- efficacy)

• Students will believe that it is important to know how to write

simple computer programs using java. (Value)

The Important to Consider in Assessing Motivation:

Why students are learning, the reasons students’ give for their
actions.
MOTIVATION
❑ Intrinsic Motivation
This is the excitement obtained through achieving
the task process.

❑ Extrinsic Motivation
Is doing something because it leads to a reward or
punishment
 2.4 Academic Self-
Concept
Academic self-concept is a person’s
own critique of their academic
behavior, performance and
achievement that includes their
assessment of their performance in
whole and broken down
into specific subject academic self-
concept.
SELF-CONCEPT and SELF-ESTEEM are
Multidimensional (Marsh & Craven 1997)

Multidimensional is having or relating multiple dimensions

or aspects.

SELF-CONCEPT and SELF-ESTEEM are MULTIDIMENSIONAL;

because there is:
✓ Bodily self
✓ Athletic self
✓ Mathematical self
✓ Social self and more
A learner have a self-concept that he is fat and handsome, but feel very
comfortable with it and he accept the description.

Another student who has the same self- concept but feel inferior or
inadequate, thus have low self-esteem.

DIFFERENCE BETWEEN SELF-CONCEPT AND SELF-ESTEEM

Your self-concept is what you KNOW about yourself:

I have a brown hair
I am short
I am a professor

Your self-esteem is how you F E E L about each of these pieces of knowledge

I hate my brown hair
I hate being short
I like being professor
 Assessing Academic Self-Concept
Universal self-concept, and self-esteem including self-description
and an evaluation of the description
-These targets must be avoided

✓ General self-concept measured through attitudes and

motivation is not beneficial since general self-concept are
from areas not directly related to academic learning

✓ Academic self-concept or self-concept in academic ability is

more valid indication of what students think of themselves as
learners will be known.
✓Targets that are specific to subject areas will yield to
a more useful information.

✓In addition, it is also helpful to know where students

draw the line between description of themselves
and if they like those descriptions.

✓For cases of more serious mental or emotional

problems, a general measure may be needed,
however, it is best to leave those kind of assessment
for such cases to school psychologist or counselor.
2.5 Social Relationship Targets

Social Relationship define as a

complex set of interaction skills,
including identification of and
appropriate responses to social
indications. The table below
contains examples of the nature
of social relationships that can be
used as targets.
2.5 Social Relationship Targets
peer relations
cooperation collaboration
taking a stand conflict resolution
functioning in group assertiveness
prosocial behavior* empathy
friendship

*Behaviors that are intended to help others

Social interaction is a key element of knowledge

construction, active learning, and deep
understanding (Borich & Tombart, 2004)
2.5 Social Relationship Targets

As long as there are interaction that happen,

students need to make necessary adjustments in
their thinking and actions as to accommodate
others viewpoints, to defend their ideas to others,
and to share their opinions.
In addition, interaction can help promote
good reasoning, and problem-solving skills through
observations and engagement in such activities.
2.5 Social Relationship Targets
Presented in the table below are some examples of social relationship areas and
their corresponding targets.
Social Target Example
Relationship Example
✓ Showing interest in Students will share their
others ideas in a small group
✓ Listening to peers discussion.
Peer Relationship
✓ Sharing to a group
✓ Contributing to group
activities
✓ Sharing Students will demonstrate
✓ Listening that they are able to
✓ Volunteering ideas and negotiate with others and
Cooperative Skills suggestions compromise.
✓ Taking turns
✓ Criticizing constructively
2.5 Social Relationship Targets

❑ Collaborative skills needed to work in small

groups may include four components namely:(1)
basic interaction, (2) getting along, (3) coaching,
and (4) fulfilling particular roles (Borich & Tombart,
2004; Hay & Greg,1994)
❑ A general target regarding "improved social
relationships" or "improved collaboration skills"
does not provide specifics to focus instruction
and assessment.
2.6 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. It
follows that students behave differently as
dictated also by the classroom climate, some
shows warm and supportive class while other
register as cold and rejecting.
 2.6 Classroom Environment Targets

❑ All these situations are what is known as

classroom environment, classroom climate or
classroom culture.

❑ As effective target, learning should seek to

establish students feelings, relationships, and
beliefs that promote positive classroom
environment.
2.6 Classroom Environment Targets

Characteristic Description

The extent to which students like and

Affiliation
accept each other.
The extent to which students are
Involvement interested in and engaged in learning.

The extent to which classroom activities

Task Orientation are focused on the completion of
academic task.
The extent to which students share norms
Cohesiveness
and expectations.
The emphasis on competition between
Competition
students.
2.6 Classroom Environment Targets
Whether each student enjoys the same
Favoritism
privileges.
The extent to which each student influences
Influence
classroom decisions.
The extent to which students bicker with one
Friction
another.
Formality The emphasis on imposing rules.

The extent to which communication among

Communication students and with teacher is honest and
authentic.
The extent to which students care about
Warmth
each other and show concern.
(McMillan, 2007)
2.6 Classroom Environment Targets

One of the relevant inputs to improve the

classroom environment is to compare
students' perspectives with those of teachers'
perspectives as far as classroom ambiance.
For example, the students perceive that there
is a need to establish a more positive
classroom environment while on the other
hand, the teachers see that the classroom
environment is more positive.
3. Affective Domain of the
Taxonomy of Educational Objective
In 1994, 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
level of affective objectives were described
in the affective taxonomy. These levels are
described in the following table.
3. Affective Domain of the Taxonomy of Educational Objective

Level Description Example

 Concerned with students' sensitivity to

the existence of certain phenomena
and stimuli, that is, with students'
willingness to receive or to attend to this
Receiving stimuli. Student does
(Attending) mathematics activities
 It is concerned in 3 sub-divisions that for grade.
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.
3. Affective Domain of the Taxonomy of Educational Objective

 Concerned with responses that go Student gives special

beyond merely attending to attention to the discussion
phenomena. of mathematics lesson to
Responding be able to answer the
 Students are sufficiently motivated activities.
that they are not just "willing to
attend" but are actively attending.

 Reflects the students' holding of a Student actively and

particular importance or value. consistently participants in
the discussion and
Valuing
 Students display behavior with interestingly answers all
sufficient consistency in appropriate the activities in
situations that are perceived as Mathematics.
holding this value.
3. Affective Domain of the Taxonomy of Educational Objective

 Students successively internalize

values, they encounter situations
in which more than one value is Student integrates the
relevant. This requires the lessons learned in
Organizing necessity of organizing their Mathematics with Science.
values into a system such that
certain values exercise greater
control.

 Internalization has taken place in Student applies the lessons

Characterizing by a an individual's value hierarchy to learned in Mathematics in
Value or Value the extent that he or she can be daily activities such
Complex characterized as holding a buying, cooking, and
particular value or set of values. others.
3. Affective Domain of the Taxonomy of
Educational Objective

The aforementioned affective taxonomy

serves as a valuable part of assessment
of affect. Through them, standard or
level of affect that is part of the target is
determined. In addition, it also provides
good suggestion for using student
behaviors as indicators of affect at each
of the levels.
THANK YOU! ☺