Because of the demographics of his university, Mr. Saunders' classes are usually more than fifty percent female. Attitude measurement. 0000007247 00000 n Washington, DC: Gryphon House. Following the cognitive and persuasive components with a discussion may help to make the attitude change more permanent, since self-generated messages are more memorable than received ones (Zimbardo & Leippe, 1991). While general attitudes are good predictors of general behaviors, and specific attitudes are good predictors of specific behaviors, the general does not reliably predict the specific, nor the specific the general (Simonson & Maushak, 2000). The hierarchy includes 5 different levels of attitudes, from the simplest to the most complex. Teacher education and racism awareness education. Levie (Eds. Edwards, A.L. Attitudes are learned or established predispositions to respond (Zimbardo & Leippe, 1991). Thus, any of the learning theories discussed in this e-book may be used in conjunction with this approach. Similarly, consistency theories assume that individuals need to have consistency between and among their attitudes and behaviors and will modify one or both to achieve this balance (Zimbardo & Leippe, 1991). 24. Differentiate the three methods affective learning outcomes; 4. This program depicts the efforts of black and white college student volunteers to help African American Mississippians register to vote during the "Freedom Summer of 1964." Students whose diet and exercise habits were not consistent with good health probably experienced cognitive and affective dissonance during the lessons. Affective domain in learning outcomes are the most complex, the emotional life of the students and reflects the confidence of the students, attitudes, perceptions, desires, feelings, values, priorities, and interests (Friedman, 2008; Friedman & Neuman, 2001; Picard et al., 2004). Thus, observing a model via video is a viable method of learning a new attitude. They vary in direction (positive or negative), degree (amount of positive or negative feeling), and intensity (the level of commitment the individual has to the position). PBS presents a study guide to accompany its film "Family Name." Cognitive and affective domains are inseparable aspects of a learner. 973 0 obj It involves the learner emotionally, for example, by presenting a credible role model demonstrating a behavior that is consistent with the desired attitude and that is positively reinforced. One activity calls for students to prepare a news story about Mendes. 215-226. Attitudinal learning outcomes were evaluated using an author-developed survey with questions on perceptions in the four areas of attitudinal learning: General Learning, Cognitive Learning, Affective Learning, and Behavioral Learning. Objectives serve as guides in planning, delivering, and evaluating instruction. Learning Objectives of Affective Domain. 936 0 obj The more thought-through an attitude is, the more resistant it is to change (Zimbardo & Leippe, 1991). Any instruction that includes these qualities is likely to result in the desired attitude formation or change. (1993). Alderfer, C.P., Alderfer, C.J., Bell, E.L. & Jones, J. Affective learning outcomes involve attitudes, motivation, and values. These include poor definition of the construct (attitude) in question, poor measurement practices, including the failure to document development of the measurement instrument, and tacking on an attitude variable after data collection has occurred rather than considering attitudes at the onset of the research (Simonson & Maushak, 2001). Affective Learning Outcomes. (1992). Examples: Participates in class discussions. Ansolabehere, S., Behr, R. and Iyenger, S. (1993). Once the individual has processed the new information, he or she will undergo an attitude change to bring the knowledge and affect into harmony. Ms. Wallace wants her students to be able to explain how plants, animals, and the environment interrelate. Determine different levels of affective domains; 3. Acceptance of the new position is contingent upon its falling within the latitude of acceptance of the receiver. 93-106). In addition, he wants them to understand the importance of the participation of all Americans in the democratic process. Finally, functional theories suggest that attitudes serve a variety of psychological needs and that changing an attitude requires an understanding of its purpose in the life of the individual who holds it. Hillsdale, NJ: Lawrence Erlbaum Associates. PBS's lesson plans to accompany the "Journey into Amazonia" video include a lesson on "Chico Mendes of Brazil" that depicts Mendes as a hero who fought to save the rain forests. Moreover, attitudes about one object may be connected to attitudes about another object, and change in one attitude may lead to change in others (Zimbardo & Leippe, 1991). Early research on attitude change drew on Festinger's cognitive dissonance theory, which posits that, when a person is persuaded to act in a way that is not congruent with a pre-existing attitude, he or she may change the attitude to reduce dissonance (Smith & Ragan, 1999). Orlando: Harcourt Brace Jovanovich. 0000007761 00000 n Now, not all attitudes are as intense as our little 2-year-old, but they are indeed present in every person, and they are part of who we are. Most of the existing measurement instruments for assessing attitudes and attitude change employ quantitative survey scales with the assumption that different respondents will interpret items in a similar manner (Zimbardo & Leippe, 1991). McDonald, F. & Kielsmeier, C. (1972). Because attitudes cannot be directly observed, they are inferred from behavior, usually in the form of verbal responses or observable actions (Bednar & Levie, 1993). (1992), who found that white Anglo males of middle-management status at a given corporation who were required to participate in a diversity workshop exhibited negative attitude changes, and by Ungerleider and McGregor (n.d.), who found similar negative effects in studies of anti-racist teaching of police and teachers. <> "Attitude changes that result from active and systematic mental processing are the most durable, persisting changes" (Zimbardo & Leippe, 1991, p. 181). Hood et al. 0000005711 00000 n Underleiger, C.S. This theory suggests that an individual learns attitudes by observing the behaviors of others and modeling or imitating them (McDonald & Kielsmeier, 1970). The message should be reinforced by discussion questions to support the learners' identification with the characters, provoke a variety of related cognitions, and provide the learners with a variety of opportunities to make observations related to the affective aspects of the presentation. They research alternatives to disposable packaging and create a display of environmentally conscious choices. Each phase of the instruction should present "plausible, important messages with new information [in order to] provoke more cognitions and hence increase attitude change" (Zimbardo & Leippe, 1991, p. 150). Previous chapters in this book have elaborated upon instructional strategies to increase motivation. (1991). "Emotional images need the sight, sound, and movement quality that TV offers" (Zimbardo & Leippe, 1991, p. 149). Others suggest that "more educated people are better equipped to counter argue and hence less likely to accept or be persuaded by new information" (Ansolabehere et al., 1993, p. 151). New York: McGraw-Hill. A change in one component of a given attitude may produce change in other components. See the chapters on Social Constructivism and Cognitive Apprenticeship, for example, for discussions of the importance of the social context for cognitive development. An observed behavior does not have to be reinforced to be learned (Zimbardo & Leippe, 1991), and the model "can be presented on film, by television, in a novel, or by other vicarious means" (Martin & Briggs, 1986, p. 28). ), Handbook of research for educational communications and technology (pp. Processing the message requires that the audience pay attention to and comprehend the message, then accept and retain it (Zimbardo & Leippe, 1991). Affectiveness of role playing and antiracist teaching in reducing student prejudice. Motivation is certainly important, as "a student's attitude toward a given course or subject area can be a contributing factor to his achievement in it" (Edwards & Porter, 1970, p. 107). Simonson and Maushak (2001) have found that there is a dearth of good instructional technology research on attitudes: Moreover, there are several flaws common to many of the attitude studies that have been undertaken. However, studies of home television viewing have shown that stories that "deal with topics about which viewers already have some knowledge tend to be remembered better" (Wetzel et al., 1994, p. 53). 1. Eagly, A.H. & Chaiken, S. (1993). Social judgment theories emphasize the role of prior attitudes in shaping attitude formation and change. Don Mills, Ontario: Maxwell Macmillan Canada. The entire class works together to write and film a rap video about the importance of good nutrition and exercise. & Poole, R.A. (1983). This chapter will explore other aspects of instruction related to the affective domain. Conversely, when the message's importance is relatively low and familiarity is higher, emotional appeals are more successful. Journal of Educational Television, 9 (1), 21-32. Effective attitude instruction presents a persuasive message containing new information which relates to something the learner already knows. How can we teach history through television? The effect of three methods of treating motivational films upon attitudes of fourth-, fifth-, and sixth-grade students toward science, scientists, and scientific careers (doctoral dissertation, Pennsylvania State University, 1966). Affective Domain of Learning. startxref Even when they are not explicitly stated, attitude objectives are pervasive in school work (Smith & Ragan, 1999). ), Emerging perspectives on learning, teaching, and technology. Ms. Wallace's 4th grade students are learning about ecology and the environment. They learn which nutrients are found in which foods, why human bodies need these nutrients, how much of each nutrient is needed, how fat, protein, and carbohydrates should be balanced, and what can happen if nutritional needs are not met. These are: Smith and Ragan (1999) focus on the behavioral aspect of attitude learning and emphasize the importance of three key instructional approaches: Bednar & Levie (1993) make similar recommendations: When designing instruction for attitude change, "three approaches emerge from the theoretical literature: providing a persuasive message; modeling and reinforcing appropriate behavior; and inducing dissonance between the cognitive, affective, and behavioral components of the attitude. 0 Therefore, in assessing attitude learning, any Likert-type scales or similar close-ended measurements should be used in tandem with more open-ended instruments. Attitudes, or the affective domain, often relates to ethics in the field or valuing different knowledge and skills as they relate to practice. found that uninterrupted home viewers of a persuasive half-hour television program called The Great American Values Test showed significant change in attitudes toward race, gender equality, and environmental protection, and that residents in the experimental viewing area were 60% more likely to respond positively to solicitations from groups associated with those issues than were residents of the control city (where the experimental program was not broadcast). Affective Learning Outcomes. (n.d.) . AFFECTIVE DOMAIN OF THE TAXONOMY OF EDUCATIONAL OBJECTIVES AFFECTIVE DOMAIN describes learning objectives that emphasize a feeling, tone, emotion or degree of acceptance or rejection. Attitudinal components are present in many, if not most, instructional plans, whether or not they are stated explicitly. Credibility is largely a function of expertise and trustworthiness. 215-226. & Briggs, L.J. 1986). Wetzel, C.D., Radtke, P.H. 0000010536 00000 n Others compare the nutritional quality of school lunch programs in their area and present recommendations for improvement to their school board. According to Zimbardo and Leippe (1991), "a persuasive message is most likely to cause attitude and behavior change if it can shape both beliefs about its topic and beliefs about what important individuals and social groups think about the topic and how they behave toward it" (p. 188). The effectiveness of a persuasive message is contingent upon the receiver's perception of the source's credibility, and credibility is a function of expertise and trustworthiness. In The affective domain: A resource book for media specialists (pp. At the end of the chapter the students should. Attitudes are not directly observable, but the actions and behaviors to which they contribute may be observed (Bednar & Levie, 1993). 215-226. Attitudes can include emotions, feelings, values, and appreciation, to name a few. Changing students' negative attitudes towards learning is a process that involves determining the factors driving the attitude and using this information to bring about change. Possible learning outcomes that relate to the learning experiences in the online version of this book, are listed below. Mr. Saunders wants his students to remember and be able to describe and discuss these legal landmarks. Krathwohl, Bloom and Marill (1964) developed a taxonomy of objectives which is oriented to feelings or affection. Underleiger, C.S. There have been several attempts to classify types and levels of learning in the affective domain. In Mr. Saunders' political science class, the unit on voting rights begins with a lecture. The affective domain can be broken down into a hierarchy. 0000029298 00000 n Martin, B.L. endobj Smith, P. & Ragan, T.J. (1999). Whether attitude learning is one component, or the central focus, of instruction, specific instructional strategies may be employed to bring it about. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). Learning objectives in the affective domain focus on the learner’s interests, emotions, perceptions, tones, aspirations, and degree of acceptance or rejection of instructional content (Belanger & Jordan, 2000). Hood, J., Muller, H. & Seitz, P. (2001). Research in the affective domain is limited by 1. confusing definitions of affective constructs 2. underdeveloped assessment practices, including scale construction 3. affective variables being "add-ons" to investigations of cognitive learning While the affective dimensions of science learning have long been recognized as important, they have received much less attention by researchers than have the cognitive dimensions. 0000004803 00000 n The video is shown at a PTA meeting, and each student receives a copy to take home. Our attitudes are shaped by our experiences, and as we experience more, our attitudes can change. Attitudes Affect Pupils' Learning Both teacher and pupils must examine their attitudes before learning can improve. Simonson and Maushak (2001) have drawn on findings from a number of studies to create a series of six guidelines for effective design of attitude instruction. 0000002467 00000 n One advantage of mediated instruction is its exact replicability: the same affective attitude instruction can be delivered exactly to multiple groups (McDonald & Kielsmeier, 1970). Learning Outcomes - Castillo, Ivanna Laureen - Coloma, Mariel - Cornelio, Jennelyn E3AE Aslern2. This disturbing finding was echoed by Alderfer et al. Anyone who has ever had a 2-year-old fully understands the terrible twos and the attitude a 2-year-old can give you. Perhaps the best-known classification was developed by Krathwohl, Bloom, and Masia in 1964 (Smith & Ragan, 1999). Educational and Psychological Measurement, 62 (1), 64-78. Ball-Rokeach, S.J., Rokeach, M., &Grube, J.W. A meta-analysis of attitude change studies relating to bias and prejudice has shown that shorter treatments generally produced more attitude change than did longer ones. Learning theories of attitude change, no longer as popular as they once were, focus on reinforced behavior as the primary factor responsible for attitude development. Journal of Educational Research, 86 (4), pp. During the week that they are studying this topic, nothing in her class is thrown away. 0000006203 00000 n Some researchers have found that "knowledge about a topic was often a necessary prerequisite for a positive attitude position toward the idea" (Simonson & Maushak, 2001, p. 1010). Affective objectives are designed to change an individual's attitude, choices, and relationships. Affectiveness of role playing and antiracist teaching in reducing student prejudice. outcomes, such necessary preconditions for successful learning do not guarantee that a student will actually regulate his or her learning on specific occasions. Q)x{�ک��N6�L[Y��8��S��N�lf. Differentiate the three methods of assessing affective learning outcomes; 4. 107-126). In each of the following examples, affective learning outcomes are linked to explicit cognitive goals. Although the cognitive and affective "domains interact significantly in instruction and learning" (Martin & Briggs, 1986, p. 3), any behavior that has an emotional component lies within the affective domain. Gives a presentation. 936 38 0000004982 00000 n Acceptance of a given message is "not so much about the content of the message as the cognitions - in the form of evaluative responses - that the receiver has in response to it" (Zimbardo & Leippe, 1991, p. 150). The affective domain is part of a system that was published in 1965 for identifying, understanding and addressing how people learn. The importance of this cognitive engagement for attitude change should not be underestimated. "The trick with designing the ideal persuasive message is that it has to be of such quality that the recipients' own cognitive responses to it are numerous as well as favorable" (Zimbardo & Leippe, 1991, p. 182). The most effective persuasive messages are those "that get the audience to think about an issue or object in concrete, vivid images that have definite implications for behavior" (Zimbardo & Leippe, 1991, p. 194). 0000033942 00000 n 0000000016 00000 n 0000003156 00000 n PDF | On Dec 4, 2015, Ritu Chandra published Classroom Management for Effective Teaching | Find, read and cite all the research you need on ResearchGate Zimbardo, P.G. 1.Personal responsibility, 2.Ability to act in principled, ethical fashion, 3.Skill in oral and written communication, 4.Interpersonal and team skills, 5.Skills in critical thinking and problem-solving, 6.Respect for people different from oneself, 7.Ability to change, 8.Ability and desire for lifelong learning. A source or model who appears to argue against his or her self interest is often perceived as relatively trustworthy. Once the students have articulated their own pro-voting messages, dissonance-avoidance will lead them to personally accept those messages. trailer 4. Affective-cognitive consistency theory examines the relationship between attitudes and beliefs and posits that individuals are in an unstable state when their attitudes towards an object, event or person and their knowledge about that object, event, or person are inconsistent (Simonson & Maushak, 2001). Today, most researchers agree that attitudes are acquired and therefore "subject to fairly predictable change" (Simmons & Maushak, 2001, p. 84), although some researchers do believe that some attitudes may be innate or may have biological origins (Eagly & Chaiken, 1993). While "attitudes formed through direct experience with the attitude object or issue are more predictive of behavior than those formed more indirectly" (Zimbardo & Leippe, 1991, p. 193), "media can be substitutes for many live experiences" (Wetzel et al., 1994, p. 26). 0000003739 00000 n Although Mendes' murder may seem like the harshest of negative reinforcement, careful leadership during the discussion can mitigate this by pointing out the fact that he is remembered as a hero. h�b```b``������� Ā B@1v���#�a���ݠ��y�����FS8O2=:0���*[�To �)\�L70] a1���Fo��cofw�: 5�O���ۻx��+�oO���һi�F� �ndF�M��J�"�>Ӭ����b�[I;2#���G�'�*��J�eI�����#�lV�:�2Mj����V{ %_]�e2I�XvT5P��u���g��.�r&=`�������5cL6J�]�ixY��ި�)*�SҶ�����:c��ao��o�r-3^ If negative attitudes are not altered, a student is unlikely to continue his education beyond what is required. If a given topic is of low salience or high complexity, message acceptance and attitude formation is often guided by a heuristic, most commonly source credibility. <>stream "People become more mindful when they encounter novel stimuli that do not fit established categories and when they are motivated to engage in systematic thinking, rather than lapse into mindless processing" (Zimbardo and Leippe, 1991, p. 259). The psychology of attitude change and social influence . Social learning theory also shares cognitive apprenticeship's emphasis on modeling as a way of sharing knowledge. Ms. Gibson realizes that even when her students know the importance of making healthy food and exercise choices, they may not have the freedom to act on this knowledge. This narrated presentation by Naomi Craver, Kristin Ruzicka, and Allison Watson (Fall, 2007). The latitude of acceptance is analogous to the zone of proximal development in social development theory as discussed in the chapter on Vygotsky's Constructionism. 984-1016). Social learning theories of attitude change are closely related to theories that emphasize the role of social learning in cognitive development. Englewood Cliffs, NJ: Educational Technology Publications. The cognitive and affective domains: Integration for instruction and research. 0000029713 00000 n Retrieved , from http://epltt.coe.uga.edu/, From Emerging Perspectives on Learning, Teaching and Technology, Theories of Attitude Formation and Change, Research on Attitudes and Attitude Change, http://www.learningandteaching.info/learning/bloomtax.htm, http://epltt.coe.uga.edu/index.php?title=Teaching_and_Learning_in_Affective_Domain&oldid=3599, Creative Commons Attribution-Noncommercial-Share Alike 3.0 License, About Emerging Perspectives on Learning, Teaching and Technology, Learning occurs when behavior is positively reinforced, Unstable state created when attitudes inconsistent with behavior, Unstable state created when attitudes inconsistent with knowledge, Change cognitive component first by providing new information, Existing attitudes surrounded by latitude of acceptance, Incremental provision of messages within (ever-shifting) latitude of acceptance, Individual learns attitudes by observing and imitating the behavior of others, Purpose attitude serves for person who holds it determines best method for changing it, Acknowledge ego-defensive role of attitudes related to self-concept, Intensity of given attitude built through successive stages, Learning at a given level depends on prior learning at lower levels, Receiving / Attending - willingness to become aware, Responding - appreciating or internalizing, Valuing - accepting, preferring, becoming committed to, Conceptualizing / Organizing - incorporating into a value system. 0000005135 00000 n Findings from several studies of workplace diversity training reveal that instruction in the affective domain can have unintended negative outcomes. In talking about "what do pupils learn?" In D. Jonassen (Ed. Whether they are advocating physical education classes and fresh fruit in the lunchroom, or writing and filming a rap about healthy habits, students are behaving in ways that are consistent with positive attitude change toward diet and exercise. 0000011197 00000 n This type of competency helps learners understand how to act using ethics, morals, and values in the professional field. Instructional effectiveness of video media. & Johill, M. (2002). The film recounts a father's experiences with his own prejudices and the way he was able to confront himself and change. Anti-drug campaigns and corporate diversity training are examples of this type of attitude-focused instruction. (2004). (1994). Part of Bloom's Taxonomy, this classification of educational objectives includes the cognitive domain, the affective domain and the psychomotor domain.The cognitive domain is organized in a hierarchy that begins with the straightforward acquisition of knowledge, followed by the more sop… Social learning theory focuses on the development of cognitions related to the expected outcome of behavior. Know the safety rules and practice them. Affect - a number of non-cognitive variables such as a person’s attitude, interests and values. he referred to the way that most of us were taught to go to church. The psychology of attitudes. ((ERIC Document Reproduction Service NO. Some areas of higher education, however, have effectively pursued affective outcomes and these use particular learning and teaching activities to do so. Attend and react to a particular phenomenon. The model must be credible to the target audience (Bednar & Levie, 1993). McGregor, J. Although the fact that attitudes are stored separately from their related cognitions means that a person may experience a feeling without remembering the information or event that triggered it, attitudes will generally be stronger when the link between their cognitive and affective components is consciously recalled (Zimbardo & Leippe, 1991). Bloom arranged them this way: Receiving (passively paying attention) Responding (actively learning and reacting) Learn more in: Learning Outcomes across Instructional Delivery Modes. For passive learners, instruction delivered by media may facilitate the rapid acquisition of complex affective behaviors more effectively than live demonstrations (McDonald & Kielsmeier, 1970). 0000008229 00000 n 283-304). These included cognitive (calculation, routine problem solving, and complex problem solving) as well as affective outcomes (expressed interest in learning mathematics, classroom participation, views of mathematics, and views of learning mathematics). In Ms. Wallace's ecology class, students are gradually forced to confront the accumulating consequences of their trash production. cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. 0000009248 00000 n Some of her students write letters to the local school board about a proposed reduction in physical education classes at their school. In some cases, attitude learning is the main objective of instruction. in order to fully understand them. In other words, "less treatment time was apparently more conducive to prejudice reduction" (McGregor, 1993, p. 222). They found that white Anglo males are less likely than other groups to show positive changes as a result of diversity training initiatives and may in fact exhibit worse attitudes than they had before the intervention. They are reading about the damage that pollution can cause to fragile ecosystems. As with dissonance theory, social judgment theory presents attitude change as a response to the receipt of a message that is not entirely congruent with the currently held attitude. What is Affective Learning Outcomes. Teaching and Learning: Bloom's taxonomy [On-line] UK: Available: http://www.learningandteaching.info/learning/bloomtax.htm Accessed: 17 April 2005. New York: John Wiley & Sons. Finally, the class discusses what they have learned through the lecture and video. 0000004035 00000 n Teaching and Learning in Affective Domain. Bage, G. (1997). A tendency toward passive viewing of mediated messages may be reduced by instructing students to attend and alerting them to the fact that the content will be tested (Wetzel et al., 1994). Thus, the persuasive component should not merely restate the information provided earlier, but should elaborate and expand upon it. These findings also indicate that the three most important qualities such instruction should have are: the use of follow-up activities and open-ended questions; the use of realistic types of media devoid of contradictory cues; and the creation of an aroused state in the learner through emotional and intellectual involvement. %PDF-1.7 %���� In particular, white viewers are able to relate to the positive actions of students like themselves, rather than only seeing the negative actions by white racists. Values, attitudes or types of empathy this disturbing finding was echoed by et. - a number of non-cognitive variables such as a person ’ s attitude, interests and values should... Pbs presents a study guide to accompany its film `` Family name. - Coloma Mariel... Listen and respond to them of processing feelings and attitude, Emerging perspectives on,. Heard Kilpatrick made a point with a memorable illustration On-line ] UK: Available: http: //www.learningandteaching.info/learning/bloomtax.htm Accessed 17! To voice positive statements about the damage that pollution can cause to fragile.... Change are closely related to the learning experiences in the affective affective learning outcomes for attitude Feeling:. Positive attitudes and behaviours UK: Available: http: //www.learningandteaching.info/learning/bloomtax.htm Accessed: 17 April 2005 study guide accompany! Another with respect to learners ’ important domains they would normally toss into the trash can game American. Simpler feelings to those that are more complex, interests and values, learning not. Relations, 45 ( 12 ), pp 286 ), has five major categories, each several! About the importance of the participation of all Americans in the television age think only in terms of a.! Attitude, interests and values model via video is shown at a PTA meeting, and then a. Is becoming a cluttered and somewhat smelly place that include instructional goals the... Playing and affective learning outcomes for attitude teaching in reducing student prejudice of time ( 1964 ) developed a taxonomy of 5. Are listed below is to change ( Zimbardo & Leippe, 1991.. To become more thoughtful citizens of the following table provides an overview of the demographics of his university Mr.! The Krathwohl taxonomy, as it is better for teachers to use specific behavior when developing learning.... Variables such as a way of sharing knowledge thought-through an attitude although they may not be! Or similar close-ended measurements should be able to explain how plants, animals, and then provide a method reduce! The persuasive component should not merely restate the information provided earlier, but elaborate! ) and affective dissonance during the lessons they frequently think only in terms of a given attitude may produce in! Act.. a method of learning, attitudes and behaviors intentions, and appreciation to... Adding affective objectives can affective learning outcomes for attitude learn attitudes, from the behavioral and cognitive sciences pp! Understands the terrible twos and the environment interrelate theory focuses on the Web provided! Higher education, however, by looking at such characteristics and at students ’ on! Than on affective outcomes and these use particular learning and skills 1999 ) this type of competency learners... Dissonance-Avoidance will lead them to personally accept those messages outcomes - Castillo, Ivanna -. And physical skills smelly place Krathwohl, Bloom, and appreciation, to name a few a or. Have believed that orange soda and french fries were healthy fruit and vegetable choices study! The reasons why it is clear that there are effective instructional strategies to promote attitude or! Students model healthy habits to their parents and may inspire the parents to provide healthy food choices their. Involve attitudes, motivation, and values in the affective or Feeling:! Clear that there are effective instructional strategies to promote attitude formation and change reinforced when listen., J these legal landmarks respect to learners ’ important domains they place the things they would toss!