2. What is Affective domain?
The affective domain focuses on the attitudes, values,
interests, and appreciation of learners. The hierarchy
associated with it begins with receiving and listening to
information, and extends to characterization or internalizing
values and acting upon them. It focuses on helping learners
understand what their own values are and how they have
developed.
3. In 1965, the affective domain has been part of a
system for identifying, understanding and addressing
how people learn. In Bloom’s taxonomy, three domains
were identified: cognitive, affective and psychomotor
domains.
The affective domain describes learning objectives
that emphasize a feeling, tone, an emotion, or a degree
of acceptance or rejection.
4. It is, admittedly, a far more difficult domain
to objectively analyze and assess since
affective objectives vary from simple
intention to selected phenomena to complex
but internally consistent qualities of
character and conscience. Nevertheless,
much of the educative process needs to
deal with assessment and measurement of
students’ abilities in this domain.
5. In the affective domain, and in particular, when we
consider learning competencies, we also consider the
following focal concepts:
1. Attitudes 6. Locus of control
2. Interest 7. Self efficacy
3. Motivation 8. Anxiety
4. Values 9. Creativity
5. Self-concept 10. Espetomologic all beliefs
6. Attitudes
are defined as a mental predisposition to act that
is expressed by evaluating a particular entity with
some degree of favor or disfavor. Individuals
generally have attitudes toward objects, people, or
institution
Attitudes are also attached to mental categories.
Mental orientations towards concepts are
generally referred to as values.
7. • Attitudes can influence the way we act and think in the social
communities we belong. They can function as frameworks for
references for forming conclusions and interpreting or acting for
against an individual, a concept, or an idea.
• For instance, think about your attitudes toward drinking alcoholic
beverages or gambling Or, perhaps, think about your attitude
towards mathematics and mathematical equations.
Why study attitudes?
8. Do these attitudes shape the way
you think and corresponding act?
What is your response? How is
your response informed by each of
these attitudes?
9. The term interest can describe two distinct
(though often co 3 occurring) experiences: an
individual’s momentary experience of being
captivated by an object as well as more lasting
feelings that the object is enjoyable and worth
further exploration.
Interest.
10. • Interest is, therefore, both a psychological state
characterized by increased attention, effort, and
affect, experienced in a particular moment
(situational interest), as well as an enduring
predisposition to reengage with a particular
object or topic over time (individual interest;
Hidi & Renninger, 2006).
11. • Motivation is a reason or set of reasons for engaging in
a particular behavior, especially human behavior as
studied in psychology and neuropsychology.
• The reason may include basic needs (e.g., food water,
shelter) or an object, goal, state of being, or ideal that is
desirable, which may or may not be viewed as positive,
such as seeking a state of being in which pain is absent.
Motivation.
12. • The motivation for a behavior may also be attributed to less 3
apparent reasons such as altruism or morality.
• The motivation for a behavior may also be attributed to less 3
apparent reasons such as altruism or morality. There are many
theories that explain human motivation. Here are some of these
theories:
a. Abraham Maslow’s hierarchy of human needs
b. Herzberg’s two factor theory or the Motivator 3 Hygiene Theory
c. Clayton Alderfer’s ERG (existence, relatedness, and growth
theory)
13. Motivation in education can have several effects on how
students learn and their behavior towards subject matter
(Ormrod, 2003). It can:
1. direct behavior toward particular goals;
2. lead to increased effort and energy;
3. increase intention of, and persistence in, activities;
4. enhance cognitive processing;
5. determine hat consequences are reinforcing, and
6. lead to improved performance.
14. 1. Intrinsic motivation which
occurs when people are
internally motivate to do
something because it either
brings them pleasure, they think
it is important, or they feel that
what they are learning is morally
significant.
2. Extrinsic motivation
comes into play when a
student is compelled to
do something or act a
certain way because of
factors external to him (e.g.
money or good grades).
Two kinds of motivation:
15. • The term self-concept is used in psychology as a means of
identifying the thoughts and beliefs that a person has
about them and how they perceive themselves.
• It is a knowledge representation that contains knowledge
about us, including our beliefs about our personality traits,
physical characteristics, abilities, values, goals, and roles,
as well as the knowledge that we exist as individuals.
Self – concept.
16. • An understanding of self-concept can help clarify and
solidify who you are as a person, what you like about
yourself, what you don’t like about yourself, and
what you need to change.
• Self-concept encompasses what a person believes
their attributes are; who and what they are. It is like a
mental picture of who you think you are as a person.
17. A person’s self-concept helps them define who they
think they are and how they fit into the world. That in
itself makes self-concept important because every
individual wants to know themselves and feel as
though they belong. It applies to everyone, because
everyone is going to have some kind of belief about
who or what they are.
Why is self-concept important?
18. Locus of control.
• A locus of control orientation is a belief about
whether the outcomes of our actions are
contingent on what we do (internal control
orientation) or on events outside our personal
control (external control orientation), explained
psychologist Philip Zimbardo in his 1985 book
Psychology and Life.
19. • In 1954, psychologist Julian Rotter suggested
that our behavior was controlled by rewards
and punishments and that it was these
consequences for our actions that determined
our beliefs about the underlying causes of these
actions.
20. • It is important to note that locus of control is a
continuum. No one has a 100 percent external or
internal locus of control. Instead, most people lie
somewhere on the continuum between the two
extremes.
21. What Role Does Your Locus of Control Play in Your Life?
• Internal locus of control is often used synonymously with "self-
determination" and "personal agency." Research has suggested
that men tend to have a higher internal locus of control than
women and that locus of control tends to become more internal
as people grow older.
In some situations, having an external locus of control can be a
good thing-particularly when a person's level of competence in a
particular area is not strong.
22. Self - efficacy is an impression that one is capable of
performing in a certain manner in attaining certain
goals.
It is a belief that one has the capabilities to execute the
courses of actions required to manage prospective
situations.
Self – efficacy.
23. Anxiety is defined as a painful or apprehensive uneasiness of mind
usually over an impending or anticipated ill (Merriam 3 Webster, 2012).
Students experiencing academic anxiety feel apprehensive over
academic tasks. Students can feel anxiety related to every academic
task.
Some may only feel anxiety related to test taking of other specific tasks.
Anxiety is not always negative.
Some students can be motivated by anxiety. Stress is how a person
mentally and physically reacts
to circumstances that are considered difficult or challenging (Beckner,
2004).
Anxiety.
24. Creativity is defined as the tendency to generate or recognize ideas,
alternatives, or possibilities that may be useful in solving problems,
communicating with others, and entertaining ourselves and others.
The ability to generate alternatives or to see things uniquely does not
occur by change; it is linked to other, more fundamental qualities of
thinking, such as flexibility, tolerance of ambiguity or
unpredictability, and the enjoyment of things heretofore unknown.
Creativity.
25. For Robert Wiesberg in his work Creativity – Beyond Myth of
Genius, creative=refers to novel products of value, as in the airplane
was a creative invention:.
Creativity= also refers to the person who produces the work, as in
Picasso was creative
Creativity then refers both the capacity to produce such works and to
the activity of generating products. All who study
creativity agree that for something to be creative, it is not enough for
it to be novel; it must have value, or be appropriate to
the cognitive demands of the situation.
26. Significant Benefit of Creativity in the Classroom.
1. Creativity is multidisciplinary
2. Creativity allows for self 3 expression
3. Creativity promotes thinking and problem 3 solving
4. Creativity reduces stress and anxiety
5. Creativity allows one to enter his happy zone and have fun
6. Creativity gives a sense of purpose
27. 7. Creativity leas to feelings of accomplishment and
pride
8. Creativity can link others with the same passion
9. Creativity improves your ability to focus
10. Creativity promotes risk 3 taking and iteration
11. Creativity is a prerequisite for innovation
12. Creativity encourages life 3 long learnin
28. Epistemological beliefs are individuals’ fundamental
assumptions about knowledge, its nature, and appropriate
ways to create it (Hofer and Pintrich 2002; Schommer
1994).
Thus, individuals’ epistemological beliefs influence their
ways of dealing with and solving problems, especially if
new approaches and heuristics are required.
Epistemological Beliefs
29. In this way an understanding of these beliefs is
relevant for understanding paid work, because
modern working life as well as society more
broadly- is subject to constant change. Hence,
employees face demands to constantly develop
their individual competence throughout their
working lives (Harteis and Gruber 2004).
30. GROUP 2
(First Reporter)
1. ARBAAN JHON CARLO
(Attitudes AND Interest)
2. BAUTISTA
(Motivation AND VALUES)
3. GOLES Anxiety
(Locus of control and Self-concept)
4. Barrera
(self-efficacy and Anxiety)
5. Ruelan
(creativity and espetomologic all beliefs)
