Instructional Communication Predictors of Ninth-Grade Students' Affective Learning in Math and Science (original) (raw)

METHODS TO INCREASE LEARNING INVOLVEMENT AND ACHIEVEMENT IN THE AFFECTIVE DOMAIN

evokedevelopment.com

Research has shown that emotion is a more powerful influence on learning than cognition. Yet, researchers still often struggle to understand how emotions impact learners and learning. Adults are more sensitive to peer pressure than children. They have a deep need to be self-directed and cannot be forced to learn. Adults tend to prefer single-concept, single-theory courses that focus on applying the concept to relevant problems. Their learning is life-centered. And, adults need to know "what's it if for me?" This paper attempts to (1) demonstrate the relationship among these key adult-learning principles to the affective domain and learning, (2) look at the human brain structure and how it relates to learning (3) review the twelve laws of emotion and links them with effective instructional design and training techniques, and (4) discuss the role of emotional intelligence in learning. Cognitive and affective theories of learning will be discussed as well as information surrounding how to promote learning in the affective domain using effective training methods.

Communication, Affect, & Learning in the Classroom

2009

in 1992 and then updated a decade later by Virginia Richmond, Jason S. Wrench, and Joan Gorham in 2001. As we enter into the revision of the 3 rd edition of the text, the basic content has not been drastically altered over the years. However, the research in Instructional Communication has clearly become more prominent and stronger. Probably the single most important development in the past two decades was the publication of the Handbook of Instructional Communication: Rhetorical and Relational Perspectives edited by Mottet, Richmond, and McCroskey (2006). The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process. Within the Handbook of Instructional Communication, Mottet, Frymier, and Beebe (2006) proposed the rhetorical/relational goal theory of instructional communication. There are two historic traditions examined within human communication: rhetorical and relational. "These two traditions also reflect two of the primary purposes we have when communicating: (1) to influence and/or achieve goals and (2) to develop and maintain Prefaceiii Richmond, and McCroskey (2006) noted, "Almost all of our long-term goals for education are based on appropriate affective learning. Thus, if we focus all of our attention on shortterm cognitive and psychomotor objectives, is it any wonder that our long-term objectives are not met? (p. 54). Who Should Read This Book Whether you are a K-12 teacher, a university professor, or a workplace learning and performance professional, this book will contain lots of useful information for your instructional practice. While there are clear differences in instructional design that are necessary when differentiating between traditional students (kindergarten through higher education) and adult learners (learning in the workplace), the basic instructional communication process has been shown to be very consistent (Beebe, Mottet, & Roach, 2004; McCroskey, Richmond, McCroskey, 2006). For the purposes of the current book, we will be primarily using the words "teacher" and "student" within the text. However, these two words could easily be substituted for a plethora of different terms: teacher (trainer, facilitator, etc.) or student (learner, trainee, etc.). At the same time, this text does not attempt to be an overview of everything someone needs to know to be an effective teacher in either educational or workplace contexts. There are many books out there that are specifically written to be overviews of the instructional process in different educational contexts. Instead, this book is designed to demonstrate how teachers can use communication to build an affective learning environment and thus increase cognitive and psychomotor learning in the classroom. Changes to the 3 rd Edition For the purposes of the 3 rd Edition to this text, we have updated the research on instructional communication within the text. Since the publication of the first edition of this book in 1992, the information related to instructional communication has consistently gotten stronger. The new research and references will hopefully serve as both a guide for further reading and as a guide for your own instructional practices. Furthermore, we have updated content throughout the book to clearly represent the current nature of communication, affect, and learning in the classroom. The text now represents over 30 years of research in instructional communication. Next, we created a stronger balance between the traditional educational and workplace learning implications of the material within this text. According to the Competency Study conducted by the American Society for Training and Development in Prefaceiv 2004, one of the foundational characteristics of workplace learning and performance is effective communication (Bernthal, Colteryahn, Davis, Naughton, Rothwell, & Wellins, 2004). In fact, a great deal of the information contained within this book directly relates to two of the major areas of expertise for workplace learning and performance professionals: designing learning and delivering training. Next, we added clear instructional objectives to the beginning of every chapter to aid you in your reading. Furthermore, we have also included a glossary at the end of the text to help remember and learn key terms discussed throughout the textbook. Lastly, we have opted to make this text freely available to anyone who wishes to learn more about communication, affect, and learning. In a world where textbooks are becoming increasingly more expensive, the open access movement has become more prominent. Open access refers to the free distribution of material via the Internet in such a way that the material is accessible for all users to read and use. For this reason, we have opted to utilize a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 license. You, as the reader, have free access to use this book in any fashion as long as you cite where the material came from and do not make any money off of the book itself. Feel free to save this book to your hard drive, print off a copy for your own reading, or e-mail it to a friend who could also use this information. If you would prefer to purchase a physical copy of the text, you can purchase a copy at www.cafepress.com/JasonSWrench. Physical copies are printed by Café Press and sent to you at the cost of printing and shipping. Conclusion We hope that this book helps you foster a more effective and affective learning environment for you and your students. Please feel free to e-mail us and let us know how you have utilized this book or any comments you have for future editions of this book.

Incorporating the affective to enhance the cognitive: A case study of exemplary teaching

2001

Bibiiithèque nationale du Canada Acquisitions and Acquisitions et Bibliographic Services senrices bibliographiques 395 WeUington Çtreet 395. rue WeOIington OnawaON KlAON4-ON K l A W callada canada The author has granted a nonexclusive licence aiiowing the National Lïbraxy of Canada to reproduce, loan, distrihte or sell copies of this thesis in microform, paper or electronic formats. The author retains ownership of the copyright in this thesis. Neither the thesis nor substautial extracts fiom it may be printed or othexwise reproduced without the author's permission.

REVIEWING AND THINKING THE AFFECT/COGNITION RELATION

This paper is a theoretical discussion about learning. In it the core question of learning is first reviewed, assessed, then reworked to offer a new sensibility about what it is that prompts us to learn. Central to the reframing is the affective domain and the role that affect plays in learner outcomes. Our intent is to develop a theory of learning that foregrounds the non-rational and often unexplained aspects of learning. The general strategy taken draws upon the work of Lacan and uses that framework and language for developing a coherent explanation of some affective aspects of learning that are ordinarily overlooked in mathematics education.

Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning

Education Research International, 2012

The present study examined the relationships among affect, self-regulated learning (SRL) strategy use, and course attainment in the didactics of mathematics (teaching mathematics) subject matter domain. The sample consisted of 180 undergraduate students attending a didactics of mathematics course (mean age = 21.1 years) at the School of Early Childhood Education. The participants were asked to respond to the Positive and Negative Affect Schedule (PANAS) and the Cognitive Interference Questionnaire (CIQ). They also completed the Learning Strategies Scales of the MSLQ. Examination grades were used as the measure of course attainment. Pearson correlations and path analysis revealed that negative affect was positively related to cognitive interference, and positive affect influenced positively the use of almost all of the SRL strategies. Elaboration was the only SRL strategy found to predict the didactics of mathematics course attainment. Finally, cognitive interference was found to negatively predict course attainment.