Attending to the affective: Exploring first year students' emotional experiences at university

Bharuthram, Sharita

doi:10.20853/32-2-2113

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…We move from the premise that this domain of learning is considered too infrequently in South African higher education classrooms, yet the ground is fertile for its implementation. This claim is supported by the view advanced by Bharuthram (2018). Bharuthram declares that in South Africa, students enter higher education with a variety of life experiences and therefore experience academia very differently from each other.…”

Section: Introductionmentioning

confidence: 91%

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Investigating students’ self-perceived affective learning during classroom interaction involvement at a South African University

Moroaswi,

Segabutla,

Olifant

et al. 2023

SAJHE

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Despite the importance of affective learning as a gateway to learning, it has been neglected in university curricula in many parts of the world. Subsequently, in formal classroom teaching, the bulk of the teachers' efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is earmarked for cognitive outcomes. However, research has shown that the affective domain develops well-rounded students with broad abilities and consequently many scholars advocate for the incorporation of the affective domain in university curricula. Therefore, the aim of this article was to establish and understand the self-perceived affective learning of the university students in order to match their emotions to the process of teaching and learning.The study was quantitative in nature and a survey design was followed. The Attribution theory was used to anchor the study. A randomly selected sample of 127 first-year students registered for Linguistics was used to collect data. A questionnaire was used to collect data and the Statistical Package for the Social Sciences (SPSS) was used to analyse data. With regards to students' self-perceived perceptiveness during classroom interactionMoroaswi, Segabutla, Olifant, Investigating students' self-perceived affective learning during Cekiso Dieperink classroom interaction involvement 226 involvement, the findings revealed that the majority of students were very perceptive to the meaning of others' behaviour in relation to themselves and the situation. Concerning the students' self-perceived attentiveness during classroom interaction involvement, the majority of students reported that they were very observant of others' reactions while speaking during classroom conversation. Finally, regarding students' self-perceived responsiveness during classroom interaction involvement, the students indicated that they felt confident during their conversation in class, and were sure of what to say and do.

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Section: Introductionmentioning

confidence: 91%

“…Among the few studies that were conducted in South Africa is a study conducted by Bharuthram (2018). The aim of the study was to explore first-year university students' emotional experiences with the ultimate aim of improving teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Investigating students’ self-perceived affective learning during classroom interaction involvement at a South African University

Moroaswi,

Segabutla,

Olifant

et al. 2023

SAJHE

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“…According to Hall [11], simply stated, affective assessment is worthy of the time and effort it requires, and without it, the educational experience is incomplete. There are several methods to measure the affective domain in learning activities including observation methods [12], [13] Affective domain involves individual emotions which include feelings, values, motivation and attitudes [7], [14][15][16][17][18][19]. Affective domains are very important for students because they relate to how individuals manage the emotional context of situations that involve others [20].…”

Section: Introductionmentioning

confidence: 99%

Affective Household Assessment Activities of Electrical Installation Practices

Ponto¹,

Sanger²

2018

Proceedings of the International Conference on Science and Technology (ICST 2018)

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In the process of learning electrical installations, practical activities are very important to be carried out so that students have the skills. Affective domain is one aspect of learning. This affective domain affects individual activities in learning activities including the practice of electrical installations. These practice activities need assessment to find out the aspects of the affective domain that students have. The purpose of this study is to develop an affective domain assessment instrument in the practice of electrical installation practices in vocational high schools (SMK). The method used was research and development (R & D). The results of this study are that this assessment instrument meets the requirements of very valid and practical and effective for use in electrical installation practice activities. Keyword-affective; domain assessment; electrical installationI.

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Exploring the campus experiences of underrepresented low-income college students through emotion mapping

Oikonomidoy

Edwards

Aguirre

et al. 2020

Higher Education Research & Development

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Attending to the affective: Exploring first year students' emotional experiences at university

Cited by 4 publications

References 24 publications

Investigating students’ self-perceived affective learning during classroom interaction involvement at a South African University

Investigating students’ self-perceived affective learning during classroom interaction involvement at a South African University

Affective Household Assessment Activities of Electrical Installation Practices

Exploring the campus experiences of underrepresented low-income college students through emotion mapping

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