| Abstract: | 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. |
