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A role of higher education is to develop employability skills among young generation graduates, while our dynamic world needs persons with personal mastery. This study is to examine the relationships between affective learning through attitudes toward learning and characteristics of personal mastery. Attitudes toward learning consist of four dimensions: content, teaching style, learning activity, and perceived-advantage from learning. The sample included 596 undergraduate students who completed their self-administrative questionnaires on learning attitudes
test and personal mastery items. The results from multivariate analysis found positive association on learning advantage perception and personal mastery. Interestingly, attitude toward learning activity negatively associated with personal mastery in undergraduate students. The findings support affective learning, in particular linkage between learning and perception on benefits after learning. This value could encourage continuous learning cycle throughout individuals and develop
personal attribute for lifelong learning.
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