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• W75885071 abstract "This paper presents a model for those interested in the design and/or research of instruction in the affective domain. This model is an integration of current theories and models in the affective domain. It is a broad and comprehensive model which represents the hierarchical structures and interactions of affective and related cognitive factors, including attitudes, beliefs, values, anxiety, motivation, attributions, confidence, and interests. The first section of the paper provides a theoretical framework of research in the affective domain; three figures depict taxonomies of the affective domain. Constructs of interest to those who work in the affective domain are defined in the second section. The third section describes the Model of Learner-Instruction Interactions in the Affective Domain; a diagram shows the interactive relationship of instructionally important factors (e.g., attributions, confidence, attitudes, motivation, and values). Applications and limitations of the model are discussed. Implications of this model and ways that researchers and designers can contribute to the model are also considered. Contains 12 references. (DLS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** The Affective Domain: A Model of Learner-Instruction Interactions Roy M. Bohlin California State University, Fresno Abstract As instruction is now being designed with more regard to affective outcomes, the importance of a model to help the process has increased. Krathwohl, Bloom, and Masia (1956 & 1964) and Gephart and Ingle (1976) laid the groundwork for working in the affective domain. Keller (1983) proposed a model for the interaction of learners and instruction focusing heavily on the affective domain. Martin and Briggs ( 1986) later published a landmark book to help those in the field of Instructional Technology with the process of integrating the affective and cognitive domains. Using these sources as a starting point a more comprehensive model for instruction in the affective domain was synthesized. This paper therefore presents a model for those interested in the design and/or research of instruction in the affective domain. This model is an integration of current theories and models in the affective domain. It is a broad and comprehensive model which represents the hierarchical structures and interactions of affective and related cognitive factors, including attitudes, beliefs, values, anxiety, motivation, attributions, confidence, and interests.As instruction is now being designed with more regard to affective outcomes, the importance of a model to help the process has increased. Krathwohl, Bloom, and Masia (1956 & 1964) and Gephart and Ingle (1976) laid the groundwork for working in the affective domain. Keller (1983) proposed a model for the interaction of learners and instruction focusing heavily on the affective domain. Martin and Briggs ( 1986) later published a landmark book to help those in the field of Instructional Technology with the process of integrating the affective and cognitive domains. Using these sources as a starting point a more comprehensive model for instruction in the affective domain was synthesized. This paper therefore presents a model for those interested in the design and/or research of instruction in the affective domain. This model is an integration of current theories and models in the affective domain. It is a broad and comprehensive model which represents the hierarchical structures and interactions of affective and related cognitive factors, including attitudes, beliefs, values, anxiety, motivation, attributions, confidence, and interests. Theoretical Framework Krathwohl, Bloom, and Masia (1956) developed one of the first taxonomies of educational objectives for the affective domain (see Figure 1). Krathwohl, Bloom, and Masia (1964) then added such affective constructs as attitudes, appreciation, and valuing within the hierarchy for the affective domain (see Figure 2). This enhanced taxonomy, however, had many gaps and did not contain many other important affective domain constructs. Figure 1. Krathwohl et al.'s Taxonomy of the Affective Domain (Adapted from: Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.)" @default.
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• W75885071 title "The Affective Domain: A Model of Learner-Instruction Interactions." @default.
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