Relationships between Affective Learning through Learning Attitude and Personal Mastery in the Undergraduate Students
Article Sidebar
Published:
Jun 22, 2020
Keywords:
Advantage from learning Personal mastery Affective learning
Main Article Content
Abstract
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.
Article Details
Section
Research Articles
ต้นฉบับที่ได้รับการตีพิมพ์ในวารสารคณะศิลปศาสตร์ มหาวิทยาลัยแม่โจ้ ถือเป็นกรรมสิทธิ์ของมหาวิทยาลัยแม่โจ้ ห้ามนำข้อความทั้งหมดหรือบางส่วนไปพิมพ์ซ้ำ เว้นเสียแต่จะได้รับอนุญาตจากมหาวิทยาลัยฯ เป็นลายลักษณ์อักษร
References
Andrew, R., & John, A. (2007). Self-perceived employability: development andvalidation of a scale. Personnel Review. 36(1), 23-41. Retrived September 7,2017, from doi:10.1108/004834807 10716704
Bandura, A. (1988). Self-Regulation of Motivation and Action Through Goal Systems. In V. Hamilton, G. H. Bower, & N. H. Frijda (Eds.). Cognitive Perspectives on Emotion and Motivation. (pp. 37-61). Dordrecht: Springer Netherlands.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598. Retrived March 28, 2019, from doi:10.1037/0022-3514.41.3.586
Berg, C. A. R. (2005). Factors related to observed attitude change toward learning chemistry among university students. Chemistry Education Research and Practice. 6(1), 1-18.
Berry, J. M., & West, R. L. (1993). Cognitive self-efficacy in relation to personal mastery and goal setting across the life span. International Journal of Behavioral Development, 16(2), 351-379. Retrived March 27, 2019, from doi:10.1177/016502549301600213
Brophy-Herb, H. E., Lee, R. E., Nievar, M. A., & Stollak, G. (2007). Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28(2), 134-148. Retrived August 23, 2018, from doi:https://doi.org/10.1016/j.appdev.2006.12.004
Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for. Educational Psychologist, 34(2), 75-85. Retrived August 23, 2018, from doi:10.1207/s15326985ep3402_1
Bui, H. T. M., Ituma, A., & Antonacopoulou, E. (2013). Antecedents and outcomes of personal mastery: cross-country evidence in Higher Education. The International Journal of Human Resource Management, 24(1), 167-194. Retrived March 27, 2019, from doi:10.1080/09585192. 2012.669781
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3-4), 325-346. Retrived August 23, 2018, from doi:10.1080/00461520.1991.9653137
Gaa, J. P. (1973). Effects of Individual Goal-Setting Conferences on Achievement, Attitudes, and Goal-Setting Behavior. The Journal of Experimental Education. 42(1), 22-28.
García-Morales, V. J., Lloréns-Montes, F. J., & Verdú-Jover, A. J. (2007). Influence of personal mastery on organizational performance through organizational learning and innovation in large firms and SMEs. Technovation, 27(9), 547-568. Retrived March 27, 2019, from doi:https://doi.org/ 10.1016/j.
technovation.2007.02.013
Gibb, S. (2014). Soft skills assessment: theory development and the research agenda. International Journal of Lifelong Education, 33(4), 455-471. Retrived Sepember 11, 2017, from doi:10.1080/02601370.2013.867546
Kolb, A. Y., & Kolb, D. A. (2012). Experiential Learning Theory. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1215-1219). Boston, MA: Springer US.
Kolb, D. (1984). Experiential Learning: Experience As The Source Of Learning And Development. (Vol. 1).
Lizzio, A., Wilson, K., & Simons, R. (2002). University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52. Retrived August 15, 2018, from doi:10.1080/03075070120099359
Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance: 1969–1980. Psychological Bulletin, 90(1), 125-152. Retrived March 28, 2019 from doi:10.1037/0033-2909.90.1.125
Lucktong, A. (2019). From Attitude Measurement to Classroom Climate Estimation: Contributing Affective Learning by Formative Assessment. Paper presented at the International Convention of Psychological Science (ICPS), Paris, France.
Narum, J. L. (2004). What Lasts: an essay: a learner-centered environment. Retrieved August 15, 2018, from http://pkal.org/documents/narum_a-learnercentered- environment.pdf.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. Retrived August 23, 2018, from doi:10.1037/a0027268
Rosswork, S. G. (1977). Goal setting: The effects on an academic task with varying magnitudes of incentive. Journal of Educational Psychology, 69(6), 710-715. Retrived March 28, 2019, from doi:10.1037/0022-0663.69.6.710
Ryan, R. M., & Powelson, C. L. (1991). Autonomy and Relatedness as Fundamental to Motivation and Education. The Journal of Experimental Education, 60(1), 49-66. Retrived August 23, 2018, from doi:10.1080/00220973.1991.10806579
Schunk, D. H. (1983). Goal difficulty and attainment information: Effects on children's achievement behaviours. Human Learning: Journal of Practical Research & Applications, 2(2), 107-117.
Schunk, D. H. (1985). Participation in Goal Setting: Effects On Self-Efficacy and Skills of Learning-Disabled Children. The Journal of Special Education, 19(3), 307-317. Retrived March 28, 2019, from doi:10.1177/002246698501900307
Schunk, D. H. (1990). Goal Setting and Self-Efficacy During Self-Regulated Learning. Educational Psychologist, 25(1), 71-86. doi:10.1207/s15326985ep2501_6
Schunk, D. H. (2003). SELF-EFFICACY FOR READING AND WRITING: INFLUENCE OF MODELING, GOAL SETTING, AND SELF-EVALUATION. Reading & Writing Quarterly, 19(2), 159-172. Retrived March 28, 2019, from doi:10.1080/10573560308219
Senge, P. M. (1990). The Fifth Discipline: The art & practice of the learning organization. New York: Doubleday Business.
Sriklaub, K., Wongwanich, S., & Wiratchai, N. (2015). Development of the Classroom Climate Measurement Model. Procedia - Social and Behavioral Sciences, 171, 1353-1359. Retrived July 26, 2018, from doi:https://doi.org/10.1016/j.sbspro.2015.01.253
Vahidnia, F., & Fatemi, A. H. (2015). The Advantage of Power of Goal-setting Theory Coupled with the Power of Choice in Iranian EFL Learners’ Writing. Journal of Language Teaching and Research, 6(4), 818-823. Retrived August 23, 2018, from doi:http://dx.doi.org/10.17507/ jltr.0604.14
Wlodkowski, R. J. (2008). Enhacing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults. San Francisco: Jossey-Bass, A Willey Imprint.
Bandura, A. (1988). Self-Regulation of Motivation and Action Through Goal Systems. In V. Hamilton, G. H. Bower, & N. H. Frijda (Eds.). Cognitive Perspectives on Emotion and Motivation. (pp. 37-61). Dordrecht: Springer Netherlands.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598. Retrived March 28, 2019, from doi:10.1037/0022-3514.41.3.586
Berg, C. A. R. (2005). Factors related to observed attitude change toward learning chemistry among university students. Chemistry Education Research and Practice. 6(1), 1-18.
Berry, J. M., & West, R. L. (1993). Cognitive self-efficacy in relation to personal mastery and goal setting across the life span. International Journal of Behavioral Development, 16(2), 351-379. Retrived March 27, 2019, from doi:10.1177/016502549301600213
Brophy-Herb, H. E., Lee, R. E., Nievar, M. A., & Stollak, G. (2007). Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28(2), 134-148. Retrived August 23, 2018, from doi:https://doi.org/10.1016/j.appdev.2006.12.004
Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for. Educational Psychologist, 34(2), 75-85. Retrived August 23, 2018, from doi:10.1207/s15326985ep3402_1
Bui, H. T. M., Ituma, A., & Antonacopoulou, E. (2013). Antecedents and outcomes of personal mastery: cross-country evidence in Higher Education. The International Journal of Human Resource Management, 24(1), 167-194. Retrived March 27, 2019, from doi:10.1080/09585192. 2012.669781
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3-4), 325-346. Retrived August 23, 2018, from doi:10.1080/00461520.1991.9653137
Gaa, J. P. (1973). Effects of Individual Goal-Setting Conferences on Achievement, Attitudes, and Goal-Setting Behavior. The Journal of Experimental Education. 42(1), 22-28.
García-Morales, V. J., Lloréns-Montes, F. J., & Verdú-Jover, A. J. (2007). Influence of personal mastery on organizational performance through organizational learning and innovation in large firms and SMEs. Technovation, 27(9), 547-568. Retrived March 27, 2019, from doi:https://doi.org/ 10.1016/j.
technovation.2007.02.013
Gibb, S. (2014). Soft skills assessment: theory development and the research agenda. International Journal of Lifelong Education, 33(4), 455-471. Retrived Sepember 11, 2017, from doi:10.1080/02601370.2013.867546
Kolb, A. Y., & Kolb, D. A. (2012). Experiential Learning Theory. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1215-1219). Boston, MA: Springer US.
Kolb, D. (1984). Experiential Learning: Experience As The Source Of Learning And Development. (Vol. 1).
Lizzio, A., Wilson, K., & Simons, R. (2002). University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52. Retrived August 15, 2018, from doi:10.1080/03075070120099359
Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance: 1969–1980. Psychological Bulletin, 90(1), 125-152. Retrived March 28, 2019 from doi:10.1037/0033-2909.90.1.125
Lucktong, A. (2019). From Attitude Measurement to Classroom Climate Estimation: Contributing Affective Learning by Formative Assessment. Paper presented at the International Convention of Psychological Science (ICPS), Paris, France.
Narum, J. L. (2004). What Lasts: an essay: a learner-centered environment. Retrieved August 15, 2018, from http://pkal.org/documents/narum_a-learnercentered- environment.pdf.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. Retrived August 23, 2018, from doi:10.1037/a0027268
Rosswork, S. G. (1977). Goal setting: The effects on an academic task with varying magnitudes of incentive. Journal of Educational Psychology, 69(6), 710-715. Retrived March 28, 2019, from doi:10.1037/0022-0663.69.6.710
Ryan, R. M., & Powelson, C. L. (1991). Autonomy and Relatedness as Fundamental to Motivation and Education. The Journal of Experimental Education, 60(1), 49-66. Retrived August 23, 2018, from doi:10.1080/00220973.1991.10806579
Schunk, D. H. (1983). Goal difficulty and attainment information: Effects on children's achievement behaviours. Human Learning: Journal of Practical Research & Applications, 2(2), 107-117.
Schunk, D. H. (1985). Participation in Goal Setting: Effects On Self-Efficacy and Skills of Learning-Disabled Children. The Journal of Special Education, 19(3), 307-317. Retrived March 28, 2019, from doi:10.1177/002246698501900307
Schunk, D. H. (1990). Goal Setting and Self-Efficacy During Self-Regulated Learning. Educational Psychologist, 25(1), 71-86. doi:10.1207/s15326985ep2501_6
Schunk, D. H. (2003). SELF-EFFICACY FOR READING AND WRITING: INFLUENCE OF MODELING, GOAL SETTING, AND SELF-EVALUATION. Reading & Writing Quarterly, 19(2), 159-172. Retrived March 28, 2019, from doi:10.1080/10573560308219
Senge, P. M. (1990). The Fifth Discipline: The art & practice of the learning organization. New York: Doubleday Business.
Sriklaub, K., Wongwanich, S., & Wiratchai, N. (2015). Development of the Classroom Climate Measurement Model. Procedia - Social and Behavioral Sciences, 171, 1353-1359. Retrived July 26, 2018, from doi:https://doi.org/10.1016/j.sbspro.2015.01.253
Vahidnia, F., & Fatemi, A. H. (2015). The Advantage of Power of Goal-setting Theory Coupled with the Power of Choice in Iranian EFL Learners’ Writing. Journal of Language Teaching and Research, 6(4), 818-823. Retrived August 23, 2018, from doi:http://dx.doi.org/10.17507/ jltr.0604.14
Wlodkowski, R. J. (2008). Enhacing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults. San Francisco: Jossey-Bass, A Willey Imprint.