Affective Domain Research Articles

The neurostructural consequences of glaucoma and their overlap with disorders exhibiting emotional dysregulations: A voxel-based meta-analysis and tripartite system model.

Glaucoma, a progressive neurodegenerative disorder leading to irreversible blindness, is associated with heightened rates of generalized anxiety and depression. This study aims to comprehensively investigate brain morphological changes in glaucoma patients, extending beyond visual processing areas, and explores potential overlaps with alterations observed in anxiety and depression. A comparative meta-analysis was conducted, using case-control studies of brain structural integrity in glaucoma patients. We aimed to identify regions with gray matter volume (GMV) changes, examine their role within distinct large-scale networks, and assess overlap with generalized anxiety disorder (GAD) and major depressive disorder (MDD). Glaucoma patients exhibited significant GMV reductions in visual processing regions (lingual gyrus, thalamus). Notably, volumetric reductions extended beyond visual systems, encompassing the left putamen and insula. Behavioral and functional network decoding revealed distinct large-scale networks, implicating visual, motivational, and affective domains. The insular region, linked to pain and affective processes, displayed reductions overlapping with alterations observed in GAD. While the study identified significant VBM changes, the inclusion of studies from both the glaucoma and GAD cohorts is limited due to the lack of independent studies meeting our inclusion criteria. The study proposes a tripartite brain model for glaucoma, connecting visual processing changes to the lingual gyrus and suggesting additional alterations in the putamen and insular regions tied to emotional or motivational functions. These neuroanatomical changes extend beyond the visual system, implying broader implications for brain structure and potential pathological developments, providing insights into the overall neurological consequences of this visually focused disorder.

EVALUATION OF SCIENCE LEARNING IN MIDDLE SCHOOLS: LITERATURE REVIEW

Learning evaluation is an activity to collect data and information about students' learning abilities, to assess the extent to which the learning program has been running, and also as a tool to determine whether educational goals and learning processes in developing knowledge have progressed as they are. Science assessments can be carried out in the cognitive, affective and psychomotor domains. This assessment provides space for students who tend to have non-academic weaknesses in science subject skills. This research was used to obtain information regarding the scope of evaluation of junior high school students' science learning. The review method was chosen to obtain research journals with the keywords scope of evaluation of junior high school science learning on reference sources Google Scholar, Elsevier, Science Direct, research gate, and publish or parish. 25 journals were reviewed based on author (year), research design, scope of evaluation, and findings. The results of the review show that the scope of learning evaluation can be carried out based on the context that wants to be assessed, such as the scope of the cognitive domain, affective domain and psychomotor domain. The scope of learning evaluation in the cognitive domain can be in the form of observation and understanding, the affective domain can be in the form of responses given by students as long as the teacher provides knowledge and the psychomotor domain in the form of skills assessment rubrics such as doing practical work after being given theory by the teacher.

Affective, Psychomotoric, and Cognitive Changes in Young Women at Wachid Hasyim Tebuireng High School are BSE with Blended Learning by Health Education

Background: Breast cancer is a significant health concern among Indonesian women, emphasizing the need for effective prevention strategies. Purpose: This study investigates the effects of health education utilizing the Breast Self-Examination (BSE) method, augmented with blended learning, on the affective, psychomotor, and cognitive aspects of young women attending Wachid Hasyim Tebuireng High School. Method: Employing a Pre-Test Post-Test Control Group design, participants were divided into control and intervention groups. The intervention group received health education utilizing the BSE technique combined with blended learning, while the control group did not undergo this intervention. Results: Results indicated substantial improvements in the affective, psychomotor, and cognitive domains among young women who received health education with blended learning. Positive attitudes towards BSE increased significantly, with average scores rising from 75.1 to 85.3 post-intervention. Similarly, psychomotor skills improved, evidenced by scores escalating from 72.4 to 84.5 after receiving education. Moreover, cognitive understanding saw a remarkable enhancement, with average scores soaring from 67.3 to 87.6 following the intervention. Conclusion: The study concludes that integrating blended learning with health education significantly enhances young women's psychomotor, affective, and cognitive responses to BSE. These findings underscore the efficacy of blended learning in augmenting the impact of health education, particularly in empowering young women with essential knowledge and skills for breast cancer prevention and early detection.

Using Reflection to Engage with the Affective Domain in Legal Education in the Context of Cultural and Institutional Diversity

In legal education, the affective domain plays a vital role in shaping future lawyers’ professional identities, values and ethical decision-making capabilities. However, law schools in England and Wales face specific challenges in addressing the affective domain successfully in the context of cultural and institutional diversity. These include the predominant emphasis on doctrinal instruction and analytical thinking, neglecting emotional intelligence and ethical development and the emotional demands placed on law students. Law schools must also address implicit biases, combat discrimination and foster a supportive and inclusive environment. To overcome these challenges, law schools can integrate courses addressing the affective domain, offer opportunities for self-reflection, mentorship and peer support and invest in faculty development programmes. Collaboration with the legal profession can also bridge the theory–practice gap. By understanding and addressing these challenges, law schools can equip students with emotional intelligence, empathy and ethical foundations for successful legal careers.

HOW CAN SOCIAL MEDIA REVOLUTIONIZE INFORMAL ENGLISH LEARNING? UNVEILING LEARNING GOALS, ADVANTAGES, AND DISADVANTAGES

Previous studies have revealed that social media (SM) was implemented in EFL (hereafter, EFL) students’ online informal learning of English (OILE). However, the information about learning goals, pros, and cons of doing these activities remains unclear. Thus, this study aimed to explore (1) the learning goals of online informal learning of English via SM and (2) the students' perceptions of the advantages and disadvantages of using SM to facilitate OILE. This basic qualitative study recruited 14 EFL students at a university in Indonesia to join in semi-structured interviews. The interview results were analyzed using inductive thematic analysis. The findings revealed that EFL students engaged in OILE via SM for various goals (mostly for form-focused and meaning-focused goals), focusing on learning and practicing language skills. However, those learning goals primarily focused on form than meaning. In addition, the participants confessed that doing OILE brought advantages to cognitive and affective domains. Unfortunately, the participants also perceived that doing such OILE also brought some disadvantages. From the findings, we offered some implications to advance EFL learning through OILE via SM.

Comparison of decline in different cognitive domain in patients with normal pressure hydrocephalus

We sought to describe the cognitive profile of patients with Idiopathic Normal Pressure Hydrocephalus (iNPH) using a comprehensive neuropsychological battery. Based on age and education correlated norms, we aimed to compare performance in each measured cognitive domain: executive functions (EFs), verbal memory (VM), non-verbal memory (nVM), visuoconstructional abilities (VA) and attention/psychomotor speed (A/PS). Patients diagnosed with iNPH underwent comprehensive neuropsychological evaluation before shunting. Their performance was compared to the age and education correlated norms. Correlation of different cognitive domains in iNPH profile was performed. A total of 53 iNPH patients (73.21 ± 5.48 years) were included in the study. All of the measured cognitive domains were significantly damaged. The most affected domains were EFs and VM (p<0.001 and p<0.001, respectively). A/PS domain was affected milder than EFs and VM (p<0.001). The least affected domains were nVM (p<0.001) and VA (p<0.001). Patients with iNPH are affected in all cognitive domains and the cognitive decline is uneven across these domains. The impairment of memory was shown to depend on the presented material. VM was shown to be much more severely affected than nVM and along with VM, EFs were shown to be the most affected. A/PS speed was shown to be less affected than VM and EFs and the least affected domains were nVM and VA.

Using Open Educational Practices: Implications for Nursing Education.

This paper reports on our use of open educational practices (OEPs) with online students in nursing. Our aim was to provide nurse educators with knowledge about (and examples of) OEPs they could use to enhance student learning and their career satisfaction. Using collaborative autoethnography, we probed our open teaching strategies. With Swanson's middle-range theory of caring as a theoretical framework and thematic analysis of our data set (which included literature annotations, dialogic conversation transcripts, individual reflections, and course evaluations), we uncovered 5 themes relevant to nursing education. The themes are student achievement of affective domain learning outcomes, our values as a blueprint for action, alignment of our OEPs and relational pedagogy, mutuality of the experience, and the ongoing process of learning to be an open educational practitioner. Using OEPs can help develop skilled and caring nurses.

Redefining assessment: Creating a groundbreaking prototype for domain affective in project-based learning

This research aims to design a prototype of affective domain self-assessment in project-based learning (PjBL). The design process of the instrument prototype in this study combines the aspects of the affective domain in Bloom’s taxonomy with PjBL stage. The design of this instrument is a self-assessment. The design method of the affective domain self-assessment instrument prototype for PjBL includes determining the objectives and specifications of the test, developing the framework, preparing the blueprint, and determining the measurement scale. The validity test used in the design of this instrument prototype is content validation conducted by experts’ validators from doctoral students in the field of educational research and evaluation and education management. Qualitative content validation using face validity to examine the appropriateness of the instrument prototype design with the purpose of the instrument developed. Secondly, quantitative content validity using Lawshe’s content validity ratio (CVR) and content validity index (CVI). The results obtained showed that CVR value of the panelists was scattered from zero, where half of the panelists stated that the item was relevant, to one, where all panelists stated that the item was relevant, the distribution of CVR ratio was mostly at 0.75. CVI index price is 0.6083, which is very favorable.

Analyzing the Associations between Facets of Physical Literacy, Physical Fitness, and Physical Activity Levels: Gender- and Age-Specific Cross-Sectional Study in Preadolescent Children

Physical literacy (PL) is theorized to be an important determinant of physical fitness (PF) and physical activity levels (PALs), but studies have rarely examined possible correlations between PL, PF, and PAL in preadolescent children. This study aimed to evaluate age-specific and gender-specific correlations between the affective and cognitive domains of PL (PLAC), PF, and PAL in preadolescents. Additionally, the test–retest reliability of the applied PF tests was examined. The participants were 107 children (9 to 11 years of age; 53 girls). Apart from gender and school age (third graders, fourth graders), the variables included PLAC, PAL, and PF. PF was evaluated by anthropometrics and body composition indices, sit-ups, push-ups, PACER tests, torso lifts, and broad jump. PLAC was evaluated using the PLAYself questionnaire, and the PAQ-C was used to evaluate PAL. The test–retest reliability of the PF tests was appropriate to high (ICC: 0.65–0.91). Analyses showed nonsignificant associations between PLAC and PAL in both genders and age groups. PAL was significantly correlated with PL in girls (low correlation) and fourth graders (moderate correlation). The nonsignificant associations between PLAC and PF could be a consequence of the influence of biological maturity on PF in this age group. The correlation between PAL and PLAC can be explained by the differences in physical activity habits between genders and age groups, with participation in structured physical activities (organized sports and physical education) being the most important source of PAL in girls and older children.

Cognitive, Sleep-Arousal, Physical, and Affective Domain Scores on the Post-Concussion Symptom Scale: Added Utility in Detecting Symptom Elevations among Student-Athletes with a Remote History of Concussion.

The evaluation of self-reported symptoms is a standard component of concussion assessment and management. Clinicians typically evaluate a total symptom severity score rather than scores corresponding to specific symptom domains (i.e., cognitive, sleep-arousal, physical, and affective symptoms). This study examined (i) whether elevations in specific symptom domains would be missed when interpreting only the total symptom severity score and (ii) if a single symptom domain elevation was more common than having elevated symptoms across multiple domains. Adolescent student-athletes (N = 1,008) with concussion history (i.e., ≥6months since last concussion) completed the Post-Concussion Symptom Scale (PCSS). The PCSS total score and cognitive, sleep-arousal, physical, and affective domain scores were calculated. To determine if symptoms were elevated, scores were compared to normative data matched on gender and pre-existing conditions, with scores considered elevated if they were ≥84th percentile. The frequency of total and domain score elevations were calculated and stratified by gender and number of prior concussions (i.e., 1 or ≥2 prior concussions). Overall, 26% of student-athletes had an elevated symptom domain score without being elevated on the total score. The most common symptom presentation was to have a single elevated symptom domain (21%), followed by two (11%), three (8%), or four elevated domains (6%). Interpreting PCSS symptom domains may be beneficial in detecting student-athletes with elevated symptoms following a remote concussion. Roughly a quarter of student-athletes have domain-specific symptom elevations that would be missed by interpreting the total score alone.

Adapting standardized patient training to improve patients’ understanding and preparedness for health care encounters

ObjectiveTo examine the impact of standardized patient (SP) training on SPs' real-life healthcare encounters and explore whether SP training elements can be adapted to increase actual patients’ understanding, communication and participation in a patient-centered care model. MethodsData were collected from surveys and focus groups with standardized patients and a survey of primary care physicians. Findings were used to create an educational video with pre- and post-viewing surveys of patients’ understanding of engagement strategies and plans to use them in future encounters. ResultsSPs reported medical visits were more productive because of their ability to understand the visit’s framework; crediting their SP training. Patients reported the video will help in planning future medical visits by providing information that increases their understanding of their role in the care process. ConclusionsSPs’ understanding of the visit and its impact on knowledge, skills and affective domains can be transferred to patients in the form of specific strategies that enhance communication and patient participation during medical visits. Practice ImplicationsA brief educational intervention for patients using SPs’ understanding of the medical visit may contribute to enhanced patient participation in future health care encounters and could increase patient engagement in patient-centered models of care.

Analysis of Students’ Climate Change Learning Using the Affective Domain of Learning

Objective: To assess the influence of affective actions on senior high school students' perceptions and behaviors regarding climate change, including mitigation, adaptation, and policy support; and provide insights for educators, administrators, and policymakers on integrating affective learning strategies into climate change education to promote long-term engagement and action.&#x0D;  &#x0D; Theoretical framework: This study is anchored on the Affective Domain of Learning by Krathwohl, Bloom, and Masia (1964).&#x0D;  &#x0D; Method: This study utilizes a descriptive design using a survey instrument that was implemented to the selected Senior High School students in Region 11 and 12, Philippines.&#x0D;  &#x0D; Results and conclusion: The gathered data suggest that senior high school students have a strong grasp of climate change, particularly emphasizing the affective aspect of learning.&#x0D;  &#x0D; Implications of the research: The implication of this research is that senior high school students possess a strong understanding of climate change's affective aspects, suggesting the effectiveness of educational efforts in engaging students on this topic. Addressing the identified weak correlation between valuing and characterization could enhance climate change education by providing clearer guidance on integrating personal values with the development of individual philosophies, ultimately fostering comprehensive awareness and action among students.

Assessment of Quality of Life Using the Kidslife Scale in Individuals With Cornelia de Lange Syndrome.

Cornelia de Lange syndrome (CdLS) is a rare polymalformative genetic disorder with multisystemic involvement. Despite numerous clinical and molecular studies, the specific evaluation of the quality of life (QoL) and its relationship with syndrome-specific risk factors has not been explored. The QoL of 33 individuals diagnosed with CdLS, aged between 4 and 21 years, was assessed using the Kidslife questionnaire. Specifically, the influence of 14 risk factors on overall QoL and 8 of its domains was analyzed. The study revealed below-median QoL (45.3 percentile), with the most affected domains being physical well-being, personal development, and self-determination. When classifying patients based on their QoL and affected domains, variants in the NIPBL gene, clinical scores ≥11, and severe behavioral and communication issues were found to be the main risk factors. We emphasize the need for a comprehensive approach to CdLS that encompasses clinical, molecular, psychosocial, and emotional aspects. The "Kidslife questionnaire" proved to be a useful tool for evaluating QoL, risk factors, and the effectiveness of implemented strategies. In this study, we underscore the importance of implementing corrective measures to improve the clinical score. Furthermore, we highlight the necessity of applying specific therapies for behavioral problems after ruling out underlying causes such as pain or gastroesophageal reflux and implementing measures that facilitate communication and promote social interaction.

Quality of life and performance status after cardiopulmonary resuscitation: A study in Cova da Beira University Hospital Center's intensive care unit

Introduction and objectivesCardiac arrest (CA) is associated with high morbidity and mortality. Many studies focus on survival, but few explore the outcomes. The aim of this study is to analyze the survival curve, independence, quality of life, and performance status after CA. MethodsThis retrospective study included adults admitted to the intensive care unit of Cova da Beira University Hospital Center after CA between 2015 and 2019. We analyzed patient records and applied a questionnaire including EuroQoL's EQ-5D-3L and ECOG performance status. ResultsNinety-seven patients were included (mean age 75.74 years). Thirty-one patients (32.0%) survived to hospital discharge. There was a significant loss of independence for activities of daily living, with 50.0% of those previously independent becoming dependent and 47.5% of those previously at home being institutionalized. Diabetes, female gender, and length of hospital stay were especially impactful on these findings. One year after CA, only 20.6% were alive and only 13.4% (65% of the one-year survivors) were independent. Nine patients answered our questionnaire. Mean EQ-5D quality of life index (0.528±0.297) and the most affected domains (‘Pain/discomfort’ and ‘Anxiety/depression’) were similar to the Portuguese population aged >30 years. However, 66.6% reported a decline in their quality of life. Lastly, seven respondents had a good performance status (ECOG 0-1). ConclusionsThere was a significant loss of independence after CA. Moreover, despite the acceptable performance status and the quality of life results being similar to the general population, there was a perceived deterioration post-CA. Ultimately, we emphasize the need to improve care for these patients.

IJCM_1A: Connecting Compassionately: An Evaluation of Medical Graduates and Postgraduates Attitudes Toward Learning Communication Skills

Background: Good communication skills are crucial for clinicians, influencing patient health and satisfaction. These skills build trust between patients and providers, preventing risks and conflicts. The 2019 introduction of the Attitude, Ethics, and Communication (AETCOM) module in MBBS curriculum by the Medical Council of India aims to enhance medical students’ communication skills, curb malpractices, and uphold patient’s trust in doctors. Methodology: It’s a cross-sectional study conducted in the Department of Community Medicine, J. N. Medical College, AMU, Aligarh. A total of 478 medical-graduates and PGs (divided into four groups of first (2023), second (2022+2021), third (2020+2019) MBBS-batch and fourth (Interns+ PGs) groups) were enrolled to fill up the communication skills attitude scale (CSAS) questionnaire online which consists of 13 positive and 13 negative, and also 13 affective, 5 cognitive and 4 respect attitude questions which was scored in five-point Likert’s scale. The data was analyzed using SPSS 20.0 software. Results: Overall score for positive, negative, affective, cognitive and respect domain were 36.6±7.0, 54.3±6.2, 43.5±4.6, 17.4±2.1 and 17.0±2.3 respectively. There is significant difference in score of negative attitude of first group with second and third group (34.4 vs 37.5, p=0.003 and 34.4 vs 37.8, p=0.001) respectively while positive attitude remained same. Also, significant difference in affective (42.6 vs 44.3, p=0.036) and cognitive (17.1 vs 17.9, p=0.034) component between first and fourth group while no such difference was found in respect attitude. Conclusion: Study reveals a positive inclination among medical graduates and PGs towards CSLP while a decrease in negative attitude of interns and PGs from final year students, may be due to increase in clinical exposure with the patients. The favorable attitude underscores the potential for successful integration of such programs into medical education, fostering effective communication, enhancing the quality of patient care.

Pengaruh Problem Based Learning Berbasis Media Puzzle Quiz Terhadap Hasil Belajar Siswa Materi Puasa Ramadhan

The research was conducted because of the problem of low student learning outcomes in learning Islamic Religious Education in schools, especially elementary schools. One solution is to use interesting learning models and media, such as a problem based learning model based on puzzle quiz media. The aim of this research is to find out whether there is an influence and difference in improving student learning outcomes using the problem based learning model based on puzzle quiz media on the material of the month of Ramadan. The research method is a non-equivalent control group design quasi-experimental method with a sample of 30 students from the experimental group and the control group. The research was carried out in two schools, namely SDN Karangbaru as the experimental group and SDN Linggajaya as the control group. The results of research in the cognitive domain carried out using an independent t test showed that H1 was accepted, namely that there was an influence of the problem based learning model based on puzzle quiz media on Ramadan fasting material with a moderate influence test category based on the effect size test. Meanwhile, in the affective domain, the difference in the average attitude observation score of the experimental class at the first meeting and the second meeting was the average, with the results showing the difference in the average of the experimental and control classes. Meanwhile, in the cognitive domain, there is a difference in the increase in learning outcomes as shown by the difference in the N-Gain score with the N-Gain score of the experimental class being greater than that of the control class and both including moderate improvement. Meanwhile, in the affective domain, the difference in the average of two meetings between the experimental class and the control class was seen, with the experimental class having a greater increase. So it can be concluded that there is an influence and difference in improving student learning outcomes using the problem based learning model based on puzzle quiz media on the material of the month of Ramadan.

The Teacher Challenges in Implementing Educational Evaluation Assessment Standards in the Affective Domain at Pondok Mutiara Quran Putri Wonogiri

Teacher challenges in implementing educational evaluation assessment standards in the affective domain is an important issue that needs attention. This study aims to determine how teachers implement educational evaluation standards in the affective realm at Pondok Mutiara Quran Putri Wonogiri. This research method uses qualitative descriptive analysis with a phenomenological approach so as to produce data conclusions to answer problems related to this title. The results of this study show that some of the difficulties faced by teachers in implementing educational evaluation assessment standards. Efforts to improve the implementation of affective education evaluation assessment standards include comprehensive approaches, such as teacher skill development, awareness raising about authentic assessment, and training on data collection techniques

느린 학습자의 문화예술 체험 활동을 통한 문화예술교육 지원 방안 연구

The purpose of this study is to identify the characteristics of slow learners who are overlooked by institutional frameworks and to examine how cultural and arts experiences can facilitate their cognitive, affective and physical development. This research aims to propose strategies to support cultural and arts education tailored for slow learners. To achieve this, interviews were conducted with parents, primary school and middle school teachers, counselors, cultural and arts center and educational institutions managers and art instructors who have provided cultural and arts experience education to slow learners. The analysis results are organized by separating them into individual and institutional dimensions. At the individual level, the findings indicate the need for cultural and arts activities that enable slow learners to experience a sense of achievement. Since slow learners are educated alongside regular students, they often feel a relatively lower sense of achievement across cognitive, affective, and physical domains, leading to a loss of motivation to learn. Additionally, the study suggests expanding opportunities for communication among students, and between teachers and students, to make them more comfortable with expressing themselves internally. This involves providing numerous opportunities for self-expression by leveraging the variety and enjoyment of communication activities. Furthermore, the active use of play-based learning is advocated. Engaging in play involves all domains—cognitive, affective, and physical—and increases the chance for achievement due to the diversity of levels. At the institutional level, the findings can be summarized as follows. First, there is a need for policy support for cultural and arts experience education for slow learners, a point that has been highlighted in various studies. Without this support, the social costs could become substantially high. Secondly, there is a call for support within the framework of lifelong education. The principle of lifelong education is based on self-directed learning, where individuals select the content and level of their learning. However, self-directed learning poses challenges for slow learners, necessitating the need for learning assistants. This area requires institutional support via policy backing.

Micro Credentialing and Digital Badges for Teachers: Professional Skills Development of Secondary School Teachers

This study examined the influence of micro-credentials and digital badges on teachers’ professional skills development at the secondary school level in the Mardan district. Teachers are change agents in shaping student's cognitive, affective and psychomotor domains, and hence, this research aims to enhance teacher professionalism. The objective of the study was to revolutionize teacher perceptions related to Micro-credentials and Digital Badges and their influence on teachers’ professional skills. The finding of the study provides critical insights into micro-credentials and digital badges, intending to elevate secondary school teachers' proficiency in the teaching-learning process. This study recommends focusing on collaborative learning, digital transformation in the teaching-learning process, sustained professional development, and empowering teachers with advanced teaching practices.

Mathematics Future Classroom Lab to Measure the Affective Domain of Pre-Service Teachers

The affective domain has a great influence on mathematics learning and academic performance. Therefore, it is important to analyze different variables to propose mathematics interventions that stimulate positive emotion, self-efficacy, and attitude in students. Pre-service teachers (PST) benefit from a novel pedagogical intervention in which they experience a positive classroom environment. The scope of this study is to understand the effects of PSTs by performing an innovative didactic intervention in the future classroom lab (FCL) in a mathematics course.