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Affective learning competency

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Affective learning competency

  1. 1. By: Ana Rose D. Jaraba Bsed-3B
  2. 2. Attitude • defined as a mental predisposition to act that is to expressed by evaluating a particular entity w/ some degree of favor or disfavor. Comprised of four components. a. Cognitions b. Affect c. Behavioral Intentions d. Evaluation
  3. 3. 1. Cognitions • beliefs, theories , expectancies , cause- and –effect beliefs and perceptions relative to the object. 2. Affect • refers to our feeling with respect to the focal object such as fear, liking, or anger. 3. Behavioural Intentions • are our goals, aspirations, and our expected responses to the attitude object
  4. 4. Emotion and Cognition are inextricably linked and perhaps never entirely separate, distinctive nor pure. ~William James The separation of the head from the heart has contributed to a fractured education system that produces minds that do not know how to feel and hearts that do not know how to think. ~Parker Palmer
  5. 5. 4. Evaluation  considered as central components of attitudes. Consist of imputation of some object degree of goodness or badness to an attitude object. “ it is most often the evaluation that is stored in memory, often w/o the corresponding conditions and affect that were responsible for its formation.”( Robert Scholl, University of Rhode Island , 2002)
  6. 6. Why study of attitudes?
  7. 7. 2. Motivation  a reason or set of reasons for engaging in a particular behavioral especially human behavioral as studied in Psychology and Neuropsychology. Refers to the initiation, direction, intensity and persistence of human behavior.(Geen, 1995) There are many theories that explain human motivation.
  8. 8. The Need Theory 1. Abraham Maslow’s hierarchy physiological Safety and security Social Self esteem Self actualization
  9. 9. 2. Frederick Herzberg’s two factor theory Concludes that certain factors in the workplace result in the job satisfaction, while others do not, but if absent lead to dissatisfaction. He distinguished b/w: Motivators Hygiene factors(e.g. status, job security)
  10. 10. 3. Clayton Alderfer  ERG Theory( existence, relatedness and growth). Physiological and safety, the lower order needs, are placed in the existence category  love and self esteem needs in the relatedness category The growth category contained the self – actualization needs.
  11. 11. MOTIVATION IN EDUCATION Can have several effects on how students learn and their behavior towards the subject matter (Ormrod, 2003). it can: 1. direct behavior toward particular goals. 2. Lead to increased effort and energy. 3. Increase initiation of and persistence in , activities. 4. Enhance cognitive processing. 5. Determine what consequences are reinforcing. 6. Lead to improved performance.
  12. 12. Two kinds of Motivation 1. Intrinsic Motivation Occurs when people are internally motivated to do something. 2. Extrinsic Motivation Comes into play when a student is compelled to do something or act in a certain way.
  13. 13. 3. 3. SELF -EFFICACY  an impression that one is capable of performing in a certain manner or attaining certain goals. A belief that one has the capabilities to execute the courses of actions required to manage prospective situations.

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