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Affective Domain (affective + domain)
Selected AbstractsSelf-confirmation strivings in depression: An extension to the affective domain using an experimental designEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 6 2009Uzma S. Rehman The purpose of the present study was to compare the emotional reactions of depressed and nondepressed individuals to experiences of romantic rejection versus acceptance. We tested our hypotheses in a sample of 28 depressed and 43 nondepressed undergraduate students. In support of self-consistency theories, the results showed that depressed individuals reported significantly greater negative mood in the romantic acceptance versus rejection condition, while there was no significant difference across the two conditions in the self-reported mood of nondepressed individuals. Further, symptoms of anxiety mediated the interactive effects of depression status and rejection status on mood. Our findings demonstrate how the responses of depressed individuals to interpersonal feedback contribute to their affective disturbance. Copyright © 2009 John Wiley & Sons, Ltd. [source] Substantive-level theory of highly regarded secondary biology teachers' science teaching orientationsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2005Patricia Meis Friedrichsen Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and goals for teaching science, have been identified as a critical component within the proposed pedagogical content knowledge (PCK) model for science teaching. Because of the scarcity of empirical studies in this area, this case study examined the nature and sources of science teaching orientations held by four highly regarded secondary biology teachers. Data sources consisted of transcripts from four interviews, a card-sorting task, and classroom observations. Using a grounded theory framework, inductive data analysis led to the construction of a substantive-level theory for this group of participants. In regard to the nature of science teaching orientations, the use of central and peripheral goals, as well as the means of achieving these goals, was used to represent the complex nature of participants' science teaching orientations. The participants' science teaching orientations included goals related to general schooling, the affective domain, and subject matter, although the latter was not always a central component. In regard to the sources of teaching orientations, participants were strongly influenced by the classroom context and their beliefs about learners and learning; additional influences included prior work experiences, professional development, and time constraints. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 218,244, 2005 [source] Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the researchBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2010Khe Foon Hew In this paper, we review past empirical research studies on the use of three-dimensional immersive virtual worlds in education settings such as K-12 and higher education. Three questions guided our review: (1) How are virtual worlds (eg, Active Worlds, Second Life) used by students and teachers? (2) What types of research methods have been applied? (3) What research topics have been conducted on virtual worlds in teaching and learning, as well as their related findings? Overall, we found that virtual worlds may be utilised for the following uses: (1) communication spaces, (2) simulation of space (spatial), and (3) experiential spaces (,acting' on the world). Most of the studies reviewed were descriptive and conducted in polytechnic and university settings, and past virtual world research had been most frequently carried out in the media arts and health and environment disciplines. Three main research topics were found: participants' affective domain, learning outcomes and social interaction. We conclude by summarising some major findings and discussing three limitations of previous empirical studies. Several recommendations for future research related to virtual worlds in education settings are also provided. [source] Feasibility and Acceptability of Providing Nurse Counsellor Genetics Clinics in Primary CareNURSING & HEALTH SCIENCES, Issue 2 2006Greta Westwood Increasing referrals to specialist genetics services have precipitated a review of models of service delivery in the United Kingdom. Little is known about whether a change in clinic location is feasible or acceptable for the patients seen. We consider the feasibility of genetics service development and delivery in primary care and develop a questionnaire to evaluate acceptability and cost to patients. Between July 2003 and May 2004, 64 primary care appointments with a genetics nurse counsellor were offered to patients referred and registered with selected general practices. 45 (79%) patients attended their appointment and 34 (77%) returned their follow-up questionnaire. Total mean satisfaction score was high and patients were most satisfied with the information and affective domains of the appointment. 48% of patients seen by the genetics nurse counselor remained in primary care. Patients were satisfied with the travel time and distance to clinic and patient clinic costs were limited. This study shows that patients do attend genetics nurse counselor clinics in primary care, and are satisfied with the new location. A large cluster randomized controlled trial is now being conducted to obtain a controlled comparison of acceptability to patients of attending clinics in primary vs. secondary care settings. [source] | ||||||||||