Affective domain is the part that deals with how a person acts and feels about something. Emotions, feelings, and different behaviors such as a person’s individual attitude are characteristics of this type of domain. In other words, it can be described as the domain which refers to emotions and feelings as well as someone’s visible appearance expression. The affective domain is also focused on emotional learning and change in characteristics. We have the ability to learn new feelings and emotions
Affective domain is the part that deals with how a person acts and feels about something. Emotions, feelings, and different behaviors such as a person’s individual attitude are characteristics of this type of domain. In other words, it can be described as the domain which refers to emotions and feelings as well as someone’s visible appearance expression. The affective domain is also focused on emotional learning and change in characteristics. We have the ability to learn new feelings and emotions
focus not only on the cognitive dimension but also on the “affective challenge and the opportunity to reflect on one’s response”. That is why the affective dimension of ICC is also noteworthy. Intercultural sensitivity focuses on individuals’ affective ability (e.g. managing and regulating emotions) even though it may be related to the three dimensions (Dong, et al. 2008). Moreover, Chen and Starosta (2000) argue that the actual act (behavior) of engaging in interactions would not occur
Teacher’s expectation has a major effect on every student performances. Teacher’s behavior that is connected with high or low expectancies is divided into four categories: socio-emotional climate, input, output, and affective feedback. All of this can affect student’s performance. Socio-emotional climate is defined as the personal behavior of the instructor like smiling, nodding and friendliness. Input is defined as the relationship of teacher to student, how they interact, their teaching skills, and
13 models evaluated in total that fell within three different model types. The three areas across which the models were assessed include the following: Basic Skills Models, Cognitive-Conceptual Models, and Affective-Cognitive models. The Basic Skills category included Direct Instruction, Behavior Analysis, The Language Development Approach, and the California Process Model. These educational models targeted reading arithmetic, spelling, and language (Watkins, 1997). The Cognitive-Conceptual category
The word strategy “comes from the ancient Greek word ‘strategia’, which means steps or actions taken for the purpose of winning a war (Oxford, 1990). The warlike meaning of the word ‘strategia’ has fallen away, but the control and goal directedness remain in the modern version of the word” (Oxford, 1990, p.8). The term “strategy” has been defined differently by different researchers. In the context of language learning, the term ‘strategy’ refers to a specific kind of action resorted by learners
Organizational citizenship Behavior term comprises of three words Organization, Citizenship and Behavior. When it comes to ‘Organization’ then it includes all the factors that are included in Organization , which in itself is a vast term and comprises of many factors like job satisfaction, job description, workplace conflct, organization environment, organization structure etc. ‘Citizenship’ is act that is always for the organization, to the organization and by the organization. That means all the
also concluded that positive affect might serve an anti-depressive factor as well as facilitative factor for happiness and life satisfaction which supported Deci and Ryan (2008) statement that psychological well-being is a combination of positive affective such as happiness and the value in individuals social
presented lessons to students in every lecture or discussion. In short, it is how students were being directed by teachers. Classroom lectures is the most commonly associated with direct instruction, direct instruction includes a broad variety of teaching techniques and potential instructional scenarios. For example, presenting a lesson to student through videos or films could be considered as a direct instruction, even though the teacher is not verbally instructing the student the materials used and
Emotional contagion is a pervasive and essential phenomenon in organizational settings, and yet there is little information about the range of mechanisms that link the affective states of multiple individuals (Elfenbein, 2014). Regardless of intentionality, research in emotional contagion (Hatfield et al., 1994; Barsade, 2002) explains how emotions may spread through a workgroup via both verbal and straightforward nonverbal exchanges. Some studies began to explore emotional contagion in an organizational