Affective Domain Research Articles

Teaching and Learning About the Transgender Population: Student Reflections.

Decreasing the disparities in health care for transgender people requires nursing to expand its knowledge base about the population. There is limited research and information about curricula integration inclusive of this population, yet much is written about the gap in nursing knowledge and education. There may be insufficient opportunities to expose students to the population as patients; therefore, creative education strategies are necessary. An innovative multimodal education process was implemented in an urban university setting to expose undergraduate nursing students to the population. Lecture, video, live testimonial, and panel discussion were used. Class reflections and survey data revealed three qualitative narrative reflections. Students reported awareness of how to improve their interactions with this population, appreciation for the experience, and meaningfulness of the experience. The experience brought students closer to understanding the need in providing equitable and appropriate care. Multiple modes of teaching were successful in the affective learning domain. More research in ways to enhance nursing education is necessary. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Effects of cutaneous leishmaniasis on patients’ quality of life

IntroductionCutaneous Leishmaniasis (CL) is caused by protozoan parasite called Leishmania. It is endemic in more than 100 countries globally. Despite its vast prevalence and impact on quality of life, it is one of the most neglected tropical dermatological diseases. The CL burden has often been expressed based on the physical disfigurement caused by the disease. However, considering the impact of the disease beyond physical impairment and changes in patients’ appearance would help to better understand the disease as a public health problem. The effect of CL on patients’ quality of life was determined in this study.MethodsThe data that were related to quality of life were collected using Standard one-week Dermatology Life Quality Index (DLQI) questionnaire. The questions were categorized under seven domains: symptoms & feelings, daily activities, work and school, leisure, personal relationships, and treatment. Each question was scored on a three-point scale: Very much (3), A lot (2), A little (1), Undecided (0), and Not at all (0). The sum of the scores lied between 0 and 48. A higher score shows worse quality of life. The data were entered and analysed using Statistical Package for Social Science 23. Frequencies and proportions were used to describe the data. Differences were considered statistically significant at p < 0.05.ResultsThe lives of the majority of CL patients (60.7%) were significantly affected by CL. The quality of life of patients was moderately impacted by CL in 25% of the CL patients. In 32.1% of the CL patients, the effect of CL on patients’ quality of life was very large. The quality of one CL patient’s life was extremely largely affected. The disease had a small effect on 32.1% of the CL patients. Personal relationship was the most affected domain followed by symptoms and feelings and treatment. Future study including rural regions is required.ConclusionThe Dermatology Life Quality Index demonstrates that CL has a small to extremely very large negative effect on the quality of life of patients.

Reading self-concept, trait emotional intelligence and anxiety of primary school children with dyslexia

IntroductionThe association between the cognitive and the affective domain in reading is well documented in research, especially when difficulties are manifested. The aim of this study was (a) to investigate levels of reading self-concept, trait emotional intelligence, and anxiety of students with dyslexia and compare them to students with no previous assessment and (b) explore the hypothesis that reading self-concept and trait emotional intelligence are negative predictors of state and trait anxiety taking into account students’ individual characteristics such as gender, school year, and school performance.MethodsA total of 794, fifth- and sixth-grade Greek primary school children aged 10 to 12 years old participated in the study. Of them, 50 children had a statement of dyslexia. The State and Trait Anxiety Inventory for Children, the Reading Self-Concept Scale, and the Trait Emotional Intelligence Questionnaire—Short Form were administered to the participants.ResultsThe results showed that children with dyslexia were more vulnerable in terms of their perceptions of reading self-concept and emotional intelligence as compared to typical peers. Moreover, students’ characteristics, i.e., grades in math and language and dyslexia, had a direct positive path to trait emotional intelligence and reading self-concept while trait emotional intelligence and reading self-concept predicted negative anxiety.DiscussionThe implications of the results in terms of the possible protective role of reading self-concept and emotional intelligence on anxiety for children with dyslexia are discussed, and suggestions for future research are presented.

Exploring the Impact of Value Education: A Comprehensive Analysis

Value education plays a pivotal role in shaping individuals' ethical, moral, and social development. This research article provides a comprehensive analysis of the impact of value education on learners' cognitive, affective, and behavioral domains. Drawing on theoretical frameworks, empirical studies, and practical insights, the article explores the significance of integrating value education into formal and informal learning environments. Through a synthesis of literature and case studies, the article examines the effectiveness of various pedagogical approaches, curriculum designs, and implementation strategies in promoting values such as empathy, integrity, and social responsibility. The findings highlight the multifaceted benefits of value education in fostering holistic development, promoting ethical decision-making, and nurturing responsible citizenship. The article concludes with implications for policymakers, educators, and stakeholders in advancing value education initiatives and fostering a culture of integrity, empathy, and respect in society.

Development of Independent Curriculum Learning Tools to Increase 5th Grade Student Activeness and Science Literacy

Development of independent curriculum learning tools in the form of teaching modules. The development of teaching modules aims to develop competencies that cover the cognitive, psychomotor and affective domains. This research aims to develop a teaching module by applying the Project Based Learning (PjBL) learning model to increase the activeness and scientific literacy of class V students. The type of research used is research and development with the research model developed being the Borg and Gall model. The product developed is a teaching module. Data collection is carried out through device validation sheets. Data analysis was carried out using qualitative and quantitative methods. The validity results obtained show that the teaching module with an overall average of 91.43% is in very valid criteria. The teacher's ability and student responses show good grades so that it can be said that the teaching module used meets the practicality criteria. The normality test on the use of teaching modules with the application of Project Based Learning (PjBL) shows an increase in students' scientific literacy abilities in experimental or treatment classes, so that the teaching modules used meet practicality criteria. Keywords: Independent Curriculum, Project Based Learning, Scientific Literacy

Transfer of training and learner attitude: a mixed-methods study on learner experience in an authentic learning program

ABSTRACT To understand the longstanding issue of low training transfer rates, in this study we explore the understudied role of trainee attitude in an authentic educational training programme comprising participants with diverse international backgrounds. We employed a sequential explanatory mixed-methods design and conceptualised attitude as a multi-dimensional construct (affective, cognitive, behavioural). The multiple regression analysis highlights the significant predictive role of learner attitude, when considering all three dimensions. Spearman’s Rank Correlation analysis underscores the significance of each attitudinal dimension, with varying significance across dimensions. Qualitatively, the cognitive-transfer link was confirmed while behavioural and affective domains had weaker links with transfer according to participants. Additionally, we identified constructs related to individual attitudes and transfer, including motivation, cultural diversity, and multiple situational conditions. Our findings have implications for international audiences and provide recommendations for designing effective training programmes to enhance transfer.

An ethnographic study to develop a taxonomy of lies for communicating with people with moderate to severe dementia

Background There is no definition of what constitutes a lie when working with people with moderate to severe dementia. Lies are often defined as therapeutic with no evidence of how therapeutic value is gauged. There is no previous research that observes lies being told or the impact the lies have on people with dementia. Aim The aim was to develop a taxonomy of lies for use when supporting people with moderate to severe dementia and then use this to develop a model, which could be used to explore the impact of lie telling. Research design Ethnography was used, with the researcher observing and recording lies told to people with moderate to severe dementia, by professional caregivers. Data analysis was based on Burnard’s thematic analysis. Ethical consideration Ethical approval for the study was obtained from Northumbria University, the Research Ethics Committee (REC) and the Health Research Authority (HRA) in the United Kingdom. Study number 227508. Findings Six categories of lie were identified; blatant, avoidance, familiarity, props, banter and going along with. Spontaneous and planned lies were observed. Motivation, validation and genuineness were key in terms of how the person with dementia responded. These affective domains were used to develop the Lie ARM (affective reflective model). Discussion Planned and spontaneous lies are an effective intervention for people with moderate to severe dementia. Healthcare professionals need to be aware of their motivation for using lies, as well as the impact they have on patients. Conclusion The taxonomy is an objective way to categorise lies. It supports increased reflection, particularly if used in conjunction with the Lie ARM. The Lie ARM is a useful tool to help staff reflect on practice or to predict whether a proposed lie is likely to be therapeutic.

Analysis of program outcomes attainment for diploma in civil engineering at Universiti Teknologi MARA Pahang

Analysis of program outcomes involves the assessment of the learning objectives based on cognitive, psychomotor, and affective domains and their attainment is measured using both direct and indirect approaches. This study aims to assess the program outcomes attainment for the civil engineering diploma program at Universiti Teknologi MARA Pahang. The program outcomes attainment in this study was obtained from two categories of students based on cohort 20174 using the Plan ID 6541, namely i) 257 graduated on-time students and ii) 365 overall students including extended students. The attainments were analyzed quantitatively using key performance indicators for each program outcome and program performance indicators for the overall attainment of program outcomes. Based on the key performance indicator, the results reveal that nine program outcomes are indicated as excellent while three program outcomes are indicated as good. Meanwhile, based on the program performance indicator, this cohort is indicated as well performed where 9 out of 12 program outcomes recorded above 70% average attainment. Various effective continuous quality improvement (CQI) program can be identified by the school’s committee based on these findings to further enhance the program outcomes attainment.

Using big data to assess an affective domain for distance education

Distance education is popular worldwide, especially after the COVID-19 pandemic. Assessing the affective domain of distance education becomes challenging because the instructor cannot observe the student’s behavior. This article proposes an assessment of the affective domain for distance education systems implemented with big data technologies. An assessment model called AMADEUS has been developed. Exploratory factor analysis (EFA) was used to explore assessment factors and formulate the model. Then, the constructed model was verified by confirmatory factor analysis (CFA). AMADEUS consists of 12 factors in 4 components: responsibility, interest in course material, class participation, and honesty. The experimental results indicated that AMADEUS was consistent with the empirical data and passed all criteria for consideration. After that, an assessment and reporting tool called MOZART has been developed. MOZART employed the AMADEUS model to assess students’ affective domain from log files using Hadoop and ELK stack technologies. The MOZART usability assessment results are at a good level in all aspects.

Affective Taxonomy Domain Development for Improving Elementary Student Behaviour with English Mother Tongue Interaction

Affective Taxonomy Domain Development for Improving Elementary Student Behaviour with English Mother Tongue Interaction

청소년기업가정신교육이 청소년기업가정신지수에 미친 영향

The purpose of this study is to use the youth entrepreneurship index to verify in what areas youth entrepreneurship education is effective for youth, focusing on JA Korea-Samsung youth entrepreneurship education. The study conducted a pre-post analysis on 651 middle and high school students who participated in the JA Korea-Samsung Youth Entrepreneurship Education program, dividing them into pre- and post-groups.The analysis focused on the cognitive, social, and affective domains of the Youth Entrepreneurship Index and its nine sub-elements (innovativeness, active problem solving, interpersonal relationship, leadership, empathy, risk-tasking, proactiveness, self-efficacy, and ambiguity tolerance). The main analysis results are as follows. First, The youth entrepreneurship index of students who participated in JA Korea-Samsung youth entrepreneurship education increased statistically significantly. Second, among the cognitive, social, and affective areas that make up the youth entrepreneurship index, it significantly increased in the cognitive and affective areas. Finally, as a result of analyzing the nine sub-elements, it was statistically significantly increased in seven sub-elements, excluding interpersonal relationships. This study aims to verify the effectiveness of youth entrepreneurship education using the Youth Entrepreneurship Index, identifying factors influencing adolescent growth through entrepreneurship education. It is expected that this study can be utilized as diverse academic and practical material.

A Study on the Influence of the Affective Domain on the Attitudes of Middle School Students toward Mathematics from a Gender Perspective

A Study on the Influence of the Affective Domain on the Attitudes of Middle School Students toward Mathematics from a Gender Perspective

Changes in sleep patterns in primary care workers during the first wave of the COVID-19 pandemic in 2022 in Shanghai: a cross-sectional study

The coronavirus disease (COVID-19) pandemic has significantly affected the sleep health of healthcare workers (HCWs); however, no studies have assessed this effect in primary HCWs. This cross-sectional, web-based study explored the prevalence and factors associated with sleep disorders among primary HCWs during the first COVID-19 outbreak in Shanghai from 12 July to 15 August 2022. Sociodemographic and work-related characteristics, various sleep dimensions, and exposure to patients with COVID-19 were assessed. They were screened for common mental disorders (depression, burnout, and stress). Overall, 313 primary HCWs were recruited. At least one sleep dimension in 84% of respondents deteriorated compared with that observed pre-pandemic; sleep quality (decline of 66%) and daytime sleepiness (increase of 56%) were the most affected domains. After excluding 145 primary HCWs with pre-pandemic ‘poor sleep’, depression (odds ratio [OR] 3.08; 95% confidence interval [CI] 1.59–5.98), weekly burnout symptoms (OR 2.57; 95% CI 1.32–5.03), and high psychological stress (OR 4.51; 95% CI 2.09–9.72) were associated with poor sleep patterns during the pandemic. After adjusting for significant differences between groups, for every 1-point increase in the Perceived Stress Scale score, an associated 12% increased risk of poor sleep (adjusted OR 1.12; 95% CI 1.05–1.21; p = 0.002) was observed. Most primary HCWs showed significant worsening of sleep quality, with increases in daytime sleepiness during the first wave of the COVID-19 pandemic in Shanghai. HCWs with high stress levels were at greater risks of sleep disorders.

Hambatan Guru terhadap Penerapan Standar Penilaian Evaluasi Pendidikan Ranah Afektif di Pesantren Mutiara Quran Pracimantoro

The challenges faced by teachers in implementing educational assessment standards in the affective domain is an important issue that needs attention. This research aims to understand how teachers implement educational assessment standards in the affective domain at Pesantren Mutiara Quran Pracimantoro. This study uses a descriptive qualitative analysis method with a phenomenological approach to draw conclusions and address issues related to the topic. The results indicate several difficulties encountered by teachers in implementing educational assessment standards. Efforts to enhance the implementation of these standards in the affective domain include comprehensive approaches such as developing teacher skills, increasing awareness about authentic assessment, and training in data collection techniques.

Discordance between self-report and performance-based outcomes: Contribution of psychosocial factors.

The purpose of this study was to examine the role of psychosocial factors in the discordance between perceived and observed physical disability in patients with osteoarthritis of the hip or knee joint. This was a cross-sectional study of patients seen for consideration of joint arthroplasty surgery. Patients completed a psychosocial outcome measure, a patient self-reported functional scale, and two performance-based tests. Data of 121 patients, mean age, 67 (8), 81 (67%) females were used for analysis. The fear avoidance and positive affect domains had the strongest association with the discordance between the self-report and both performance outcome measures. Age, gender, and severity of osteoarthritis were associated with discordance in relation to walking. Fear avoidance beliefs and positive affect play important roles in perception of pain and function. Age, gender, and severity of arthritis should be taken into consideration for a more holistic approach to arthritis care.

The School of Educational Progressivism Philosophy and Its Implementation in the 2013 Curriculum

One of the schools in educational philosophy is the philosophy of progressivism. namely a movement and association founded in 1918 by John Dewey who argued that knowledge that is true today may not be true in the future. Education must be child-centered rather than focused on teachers or specific content areas. According to Progressivism, the curriculum should not be universal but should vary according to the conditions that exist in the child and his environment; adapted to the characteristics of students (interests, talents and needs of each student) or chil centered; community-based; and is flexible and subject to change or revision. This research aims to describe the implementation of the educational progressivism philosophy in the 2013 curriculum. This type of research is qualitative research, the approach is library research. where the data and data sources are taken from the literature, namely by reading, comparing, and concluding from several figures' opinions. The analysis used in this research is content analysis. Based on the results and analysis, it is concluded that the implementation of the philosophy of educational progressivism in the 2013 curriculum, namely learning achievement, pays attention to the cognitive, affective and psychomotor domains. The philosophy of progressivism in its learning uses a scientific approach, namely the process of observing, asking, reasoning, trying, and creating networks.

Student Engagement in an Online Class

The present study used descriptive research design to assess student engagement in an online class of a city college in Southern Philippines. It underscored the critical role of student engagement in shaping the various educational outcomes in an online learning environment. A sample of 239 college students were randomly selected to respond to a researcher-made questionnaire, which was pilot-tested and passed the test of validity and reliability. With at least two years’ experience of attending online classes that started during the COVID-19 era, the students’ Internet profile was characterized as having used cellphones and phone Internet to attend online classes and having spent more than 2 to 4 hours daily on the Internet for non-academic purposes. The findings of this study have further shown that the students are engaged in the cognitive, affective, and behavioral domains of online learning. Using the Kruskal-Wallis test for Likert-scale data, no significant difference was found in student engagement in an online class when grouped according to access to Internet, time use of Internet for non-academic purpose, and types of gadgets used. Based on these findings, the study has recommended the following: a) the use and mastery of teaching strategies that promote active listening, asking direct questions to the teachers, greater talking time of the students, and more interaction between teacher and students; and b) the use of breakout rooms in an online classroom for small group discussions and greater collaborative learning among students.

A Taxonomic Approach on Learning Areas

This study conceptualizes human beings as both bio-psychic and socio-cultural entities. It specifically emphasizes and evaluates Benjamin Bloom’s taxonomy of cognitive, affective, and psychomotor learning domains based on the existing literature. Subsequent taxonomies, proposed after Bloom’s, provide substantial benefits for planning and curriculum development aimed at enhancing student learning outcomes, which are as unique as their fingerprints. This theoretical evaluation is poised to make significant contributions, particularly by offering guidance to teachers.

Towards an understanding of the embedded nature of everyday ethical reasoning in paramedic education and practice

Paramedicine is increasingly complex in affective, behavioural, and cognitive domains of practice. The ability to navigate this complexity is essential for paramedics who are required to simultaneously practice assertively, dynamically, sensitively, and professionally. Although these may seem to be superficially incongruent ways of practising, through insightful and reflexive practice underpinned by appropriate ethical approaches, paramedics can navigate the complexity inherent in paramedic work whether care episodes are routine or extreme. In what follows, we discuss the potential of virtue ethics as a way of navigating complexity in paramedic practice and preparing clinicians for the varied work they manage as paramedics. We do this by first describing some of the issues faced by the modern paramedic, outlining ethical approaches to practice, then working through a vignette showing how a deeper understanding of ethics and utilising a virtue ethics approach may have helped the clinicians navigate a typical ethical dilemma found in practice.

Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement

AbstractBackgroundAs the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of game‐based approaches to fostering secondary school students' AI literacy and motivation to learn AI.ObjectivesThis study developed an online platform TreasureIsland to gamify ebooks and investigated whether and how students playing with it can effectively enhance their AI literacy. This study aims to contribute an empirical and theoretical basis for AI literacy education and promote the use of gamification that would be broadly applied in other schools.MethodsA quasi‐experiment was conducted to evaluate the effects of the proposed gamified approach, which included a control group using an ebook with playful resources. To triangulate the quantitative results obtained from the pre and post‐test, focus group interviews were also conducted.ResultsThe platform was effective in improving students' motivation, self‐efficacy, career interest, and understanding of AI concepts and ethics, but did not enhance their confidence of using AI, and high cognition of applying, evaluating and creating AI. TreasureIsland players demonstrated significant improvement in all affective and cognitive domains, except for the ability to apply, evaluate, and create AI. Interviews revealed that the gamified approach could promote students' AI literacy by adhering to guidelines, including (1) creating a competitive and motivating learning environment through game mechanics, (2) providing scaffolding modules and feedback, and (3) visualising complex AI concepts via simulations. Feedback collected from the study suggested adding pedagogical elements such as flipped classrooms and project‐based learning in future research to improve the instructional design, and enable students to reach a higher level of cognition.ConclusionsThis study concludes that the use of gamification can provide affective and cognitive support and an enjoyable experience for fostering learners' AI literacy. It helps instructional designers and teachers enrich the pedagogical knowledge related to gamified platform and AI literacy.