Simultaneous testing of four decades of academic self-concept models

In separate studies on academic self-concept, previous research has shown: (1) the distinctiveness of a cognitive and an affective component, (2) the domain specificity of self-concepts, (3) the reciprocal effects of self-concept and achievement, (4) the internal/external frame of reference in self-concept development, (5) the reciprocal effects of the internal/external frame of reference, (6) the big-fish-little-pond effect, and (7) the interrelatedness of self-concepts in similar domains. The present study demonstrates that all of these seven findings are replicable and may be synthesized in a single study with a sample of students in Singapore. Secondary 1 students (7th graders; N = 275) were surveyed with 24 items about their academic self-concepts in physics, English, and math in two components (cognitive and affective), and their respective achievement scores were recorded over two time points. Confirmatory factor analysis found that the cognitive and affective components of academic self-concept were separable. The students’ self-concepts in different curriculum domains were distinct, supporting the domain specificity of self-concepts. The frame of reference and reciprocal effects were both supported, but only for the cognitive component of self-concept. Positive and statistically significant correlations between physics and math suggest that these curriculum domains were interrelated. Results of self-concept studies in schools can encourage and guide the design of interventions that could enhance students’ self-concept for positive sustainable effects on desirable educational outcomes. Attempts to improve learning outcomes should emphasize an enhancement of specific components of academic self-concept in domain-specific and related curriculum domains for optimal effects.     

Test takers’ strategy use and L2 Chinese reading test performance in mainland China: A structural equation approach

This study investigates the relationships between test takers’ cognitive, metacognitive and affective strategy use and their Chinese reading test performance. A total of 552 test takers who were learning Chinese as a second language (L2) in universities in mainland China completed a high-stakes reading test and a self-reported strategy use questionnaire. Structural equation modeling analysis indicated that only cognitive strategy use directly influenced Chinese reading test performance while both metacognitive and affective strategy use did so in an indirect way. In addition, affective strategy use had direct effects on both metacognitive and cognitive strategy use. Metacognitive strategy use exerted a strong and direct effect on cognitive strategy use. The findings provide insight into the nature of strategy use as applied in L2 Chinese test contexts, especially affective strategy use, which has been less explored in literature. Implications of the findings are discussed for L2 Chinese language teaching and test validation.     

General pedagogical knowledge,self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education

Teachers’ professional competence is composed of cognitive (professional knowledge) and affective (professional beliefs) components. These components are generally assumed to be related and to impact instructional practice. However, studies simultaneously relating cognitive and affective components to instructional practice are scarce. The present study investigates the relationship between general pedagogical knowledge (GPK), self-efficacy beliefs (SE), and reported instructional practice based on a sample of 342 pre-service teachers. No significant association was observed between GPK and SE. Furthermore, SE significantly predicted all investigated reported instructional practices, although GPK only predicted reported instructional practices that dealt with student support and provision of structure.     

新课程三维目标整合的KAPO模型

新课程三维目标体系为我国基础教育克服认知教育与情感教育分离的状况提供了观念和制度上的支持,对于培养认知与情感和谐发展的创新型人才具有重要的意义。然而,三维目标的提出并没有使认知教育与情感教育分离的状况得到立竿见影的改变。究其原因,一方面,在理论层面,对三维目标的内涵和外延还存在着一些有争议的、没有厘清的观点;另一方面,在实践层面,也存在着许多认识上的误区,影响着三维目标的有效落实。从认知心理学的广义知识观和学科知识的教育价值两个角度综合来看,三维目标既相互区分,又相互依存、相互支持,构成了一种多向的、非线性的关系。加涅关于教学事件的研究为三维目标整合的可能性提供了实践模型,而当代复杂性理论则为三维目标整合的必要性提供了理论支持,以此基础建立的三维目标整合的KAPO模型打破了加在三维目标整合上的限制条件,有利于教师精心设计教学事件,有效实现三维目标整合,将认知教育与情感教育有机地结合起来。     

Physical classroom environment and student satisfaction with courses

The higher education market in South Korea has matured over recent decades. Higher education institutions have invested in many areas to boost the student experience. Student satisfaction has been identified as a key variable in explaining the holistic evaluation of the course. This study aims to fulfil a void in research by developing a study model consisting of cognitive evaluation, affective evaluation and student satisfaction with the course. Furthermore, two constructs of classroom physical environments were added to measure the moderating effect of satisfaction’s antecedents. Results indicated that student satisfaction with a course was significantly explained by cognitive and affective evaluations. Affective evaluation played a mediating role between cognitive evaluation and students’ satisfaction with the course. In addition, the impact of cognitive evaluation was greater than that of affective evaluation. The cognitive and affective evaluation constructs in the proposed theoretical framework accounted for 56% of the variance explained in student satisfaction with the course. Moreover, results of the invariance test revealed that ambient conditions of the classroom and its spatial layout and functionality significantly enhanced the effects of cognitive evaluation and affective evaluation on student satisfaction with the course.     

Science achievement in semester and all-year courses

The study investigated the effects of full-credit semester and all-year timetables on science attitudes and science achievement of grade-10 students in British Columbia. All grade-10 students in British Columbia completed multiple matrix sampled assessment instruments in May of 1986. These instruments provided background information, affective scores, and cognitive scores which were used to compare the groups. It was found that, contrary to reported teacher perceptions of semester versus all-year courses, students in the all-year courses consistently outperformed both first- and second-semester students in the cognitive domains tested, and there were no significant differences in the affective domains. The finding that second-semester students out-performed the first-semester students casts doubt on the reported teacher perception that knowledge retention is of little concern under a semester system.     

Student Attitudes toward Field vs. Didactic Instruction in Career Education

Although many studies have evaluated the gains in knowledge resulting from various programs and models, the affective effects of such interventions have been largely ignored. Positive affect, however, can serve to motivate cognitive learning. This study investigated how students felt about two types of career education instructional models: field exposure and didactic. Students who received field exposure training felt more positive about their training experience than students who received didactic instruction. This difference may be one reason why field exposure training has been found to be effective in producing cognitive gains relative to more traditional, didactic approaches.     

Cognitive and Affective Outcomes in School Effectiveness Research

ABSTRACT

School effectiveness research has traditionally focused on basic cognitive pupil outcomes such as language and mathematics achievement. In this article however we address a research question that goes beyond this limited scope by studying both cognitive and affective outcomes of education in combination with each other. By looking at cognitive and affective outcomes at two different levels, i.e. school and the individual pupil, it is possible to make assertions about the relationship between the two outcome types at these levels. The main question in this study with respect to school effectiveness research is: ‘Can schools be both cognitive and affective effective?’

To answer this question a sample of 7,000 pupils in 212 primary schools in the Netherlands was used, providing information about cognitive, affective and pupil background variables. Firstly the relationship between affective and cognitive outcomes at pupil level is shown, using a LISREL model to show how these variables interact. Secondly the relative positions of schools with respect to their effectiveness in the cognitive and affective outcomes are compared in order to show the degree of consistency in the effectiveness of both outcome domains. These correlations appear to be small, but positive.     

英语专业学生听力策略实证研究

本研究的主要目的是调查我国英语专业一年级学生元认知策略、认知策略和社会情感策略的使用情况,发现其中的问题,为一二年级的听力教学提供指导。主要研究问题包括：1）三类听力策略的总体使用情况;2）听力成绩与三类听力策略之间的关系;3）高、低两个水平组在使用三类听力策略方面的差异。研究发现：一年级学生认知策略使用率最高,其次是元认知策略和社会情感策略;声音、上下文、关键词等认知策略、情感策略与听力成绩显著正相关,翻译策略与听力成绩显著负相关,根据认知策略的运用,可在一定程度上预测学生的听力成绩;高、低水平两组学生在三大策略的使用方面存在显著差异,高分组学生比低分组学生能更好地使用部分认知策略和情感策略,低分组学生更倾向于运用翻译、迁移等认知策略。这说明部分外语学习者之所以听力成绩优异是源于能够有效地使用部分认知策略,因此,低年级听力教师应该注意培养学生运用认知策略的能力。     

Digital technology and caregiver training for older persons: Cognitive and affective perspectives

ABSTRACT

This research project included two studies that investigated (a) differences between technology use in tech-knowledgeable and less tech-knowledgeable older persons, (b) cognitive and affective variables and their association with the application of technology, and (c) the implications of these variables on the design of remote-delivered caregiver education. Study 1 findings suggested that high technology (e.g., Internet delivered education) reduced stress among the tech-knowledgeable group. In Study 2, which focused on the less tech-knowledgeable group, neither high technology (e.g., telehealth-delivered education) nor low technology (e.g., phone-delivered education) was associated with the cognitive and affective measures used in the study. Implications in the training of older caregivers with digital technology are discussed for negotiating the affective and cognitive features in remote delivered caregiver eduational protocols.     

Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model

Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task × Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive knowledge and skills, self-concept, perceptions of control, attitudes, emotions, and motivation in the form of expectancy-value beliefs and achievement goal orientations are hypothesized. These person characteristics guide top-down self-regulation. At the Task × Person level, that is, the level at which SRL events take place, metacognitive experiences, such as feeling of difficulty, and online affective states play a major role in task motivation and bottom-up self-regulation. Reciprocal relations between the two levels of functioning in SRL are also posited. The implications of the MASRL model for research and theory are discussed.     

Teaching Behavior and Student Learning Outcomes in Dutch Mathematics Classrooms

Abstract

In this article I described the means of identifying teaching behaviors that have cognitive and affective learning effects on students who are taking a course in mathematics. This study was conducted on 50 mathematics teachers who were teaching in the eighth grade. I obtained the data on teaching behaviors through direct systematic observation. Multiple regression was used as the method of analysis. For the cognitive domain, the results showed that effective teaching behaviors are: (a) high-level questions put to a large group of students; (b) probing, followed by a correct student response; (c) teacher waiting after asking a question; (d) successful redirecting; and (e) all forms of positive acknowledgement. Effective teaching behaviors in the affective domain are: (a) all forms of teacher lecture/explanations; (b) probing, followed by correct student response; and (c) all forms of positive acknowledgement. More teaching behaviors have a positive effect on mathematical knowledge than have a positive effect on students’ attitude toward mathematics.     

Being liked and teaching: The effects and bases of personal likability in college instruction

This article gathers together and critically analyzes literature on two sensitive and important questions: First, what effects (if any) does the psychological attractiveness, or personal likability, of college instructors have on student learning? Second, what leads to an instructor's being liked or likable? Review of this literature suggests that personal likability does affect learning in the affective domain, and sometimes also in the cognitive domain. Accordingly, the review also identifies instructor traits and behaviors which influence likability, at least under certain circumstances. Finally, discussion focuses on gaps in this area of knowledge and raises questions that need further empirical or theoretical attention.     

Path analyses of the relations between self-efficacy, anxiety and academic performance

Differences in academic performance can surely be explained by differences in cognitive aptitudes, but cognitive-affective variables like self-efficacy or anxiety may also intervene. This paper is partly based on Bandura’s social cognitive theory and several assumptions relative to the systemic organisation of the cognitive-affective variables just mentioned with academic performance are tested. 505 students in the 4th and 5th grades were invited to participate in the study. Anxiety and self-efficacy are measured by self-report questionnaires at two levels of generality: dispositional (trait-like variables) and situational (state variables). Performance refers to the scores obtained at an usual French exam. Path analyses replicate the same functional relation between self-efficacy and anxiety. But when one aims at explaining performance, Bandura’s general hypothesis of an effect of self-efficacy on performance directly and indirectly via anxiety doesn’t hold anymore when individual differences in the level of knowledge are taken into account. Interesting enough is the finding of rather different models when the level of knowledge is considered. Indeed, it seems that cognitive affective variables play a more important role to explain performance when the students’ level of French knowledge is low.     

Active learning in a constructivist framework

An important tenet of constructivism is that learning is an idiosyncratic, active and evolving process. Active learning, operationalized by cognitive, metacognitive, affective and resource management learning strategies, is necessary for students to effectively cope with the high level of demands placed on the learner in a constructivist learning environment. Case studies of two students detail contrasting passive and active learning behaviours. Examples of their strategic learning behaviours illustrate that having students involved in activities such as discussions, question answering, and seatwork problems does not automatically guarantee successful knowledge construction. The nature of students' metacognitive knowledge and the quality of their learning strategies are seen to be critical factors in successful learning outcomes.     

Psychodidactic approach in the development of language competences in university students within blended learning

Abstract

The paper discusses the deployment of cognitive and affective components for teaching languages in a blended learning university setting. A modified expectancy model of motivation was designed and applied. The usability testing of a language education website was used as a framework with affective and cognitive features. The selection of the education website was based on findings gained from the language needs analysis. The level of students’ language competence representing the cognitive component was diagnosed based on their results in the placement tests in the DIALANG language website. Many students showed progress in language knowledge by the end of the semester. Results were higher than students had expected and enough to encourage further research. The affective part is discussed in the modified expectancy model of motivation that was designed and applied. The psychodidactic approach used in the research met students’ motivational and emotional needs without sacrificing their improved competence in language development.     

Cognitive and affective processes in multimedia learning

This special section focuses on cognitive and affective processes in multimedia learning in a range of learning domains. Expanding previous research that has taken a predominantly cognitive perspective of multimedia learning, recent studies have begun to consider affective aspects of multimedia learning with the aim of integrating emotion, motivation, and other affective variables into cognitive processing models. The articles included in this special section are examples of the various ways in which the cognitive perspective can be enhanced by taking affective aspects of learning into account. Investigations range from the study of confusion as an affective state that can be beneficial to learning, and the consideration of the potential distracting or motivating function of decorative illustrations, to an inquiry into how visual design can induce positive emotions in learners. The results of the studies included in this section are in line with Moreno's Cognitive-Affective Theory of Learning with Media (CATLM; Moreno, 2006) and show how emotion and interest facilitate cognitive processing and improve cognitive and affective outcomes.     

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi‐method approach in combining data obtained from test‐instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi‐level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017