“Cognitive and affective predictors of academic achievement of school children ” a study by C Armitage found that although positive affect did not influence intention directly, it did influence intention stability, the mechanism by which intentions are translated into action. Future educational interventions should therefore influence both cognitive and affective factors to promote sustained motivation. (Armitage, 2008). This statement suggests that taking turns during instructional routines may not negatively affect student’s affective and expressive processes directly or immediately. It will however affect intention stability that would be translated into action at some time (in the present or in the future) which will either motivate or demotivate students. This motivation or drive (according to the online thesaurus) is what enables students to succeed or fail at academics. Even as we trod through this Masters in education programme I’m sure we feel as though we can’t make it at times(especially with respect to the numerous assignments, projects and so on). The drive that comes from within, or maybe the verbal affirmation from our friends/colleagues, is what encourages us to continue. Lets keep this in mind when we interact with our kids....
Bibliography
Armitage, C. J. (2008). Cognitive and affective predictors of academic achievement of schoolchildren. British Journal of Psychology , 99,57-74.
Its interesting that you should look at the affective domain in reading literary.I cant help but wonder what role ICT will play in developing students affective domain. While we know that it will assist with the motivation side of student development i guess that maybe the positive feelings and emotions which students will develop while using ICT's might qualify. It seems however that this is more an indirect benefit than a deliberate one.If anyone has any ideas please share.
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