Objective: The authors' purpose in this study was to investigate the influence of knowledge of osteoporosis, attitudes regarding osteoporosis, and knowledge of dietary calcium on dairy product intake in both male and female college-age students. Participants: The authors conducted this cross-sectional study on 911 men and women enrolled in 2…

The present study investigated intraindividual variation in students' interest experience in 3 school subjects and the predictive power of perceived autonomy support and control. Participants were 261 students in 7th grade. After a survey of students' individual interests and other individual characteristics, repeated lesson-specific measures of…

This study proposes relationships between job satisfaction, affective commitment (organization, supervisor and workgroup), and exchange relations with supervisor, organization and workgroup members among extension personnel. Perceived self-esteem (SE) is hypothesized to moderate relations between the social exchange foci and the corresponding…

This 1967 "classic revisited" discusses the importance of the first of Whitehead's three stages of learning--Romance--and how it has been excluded from formal education for the sake of Precision. (CS)

Reviews four component behaviors of the affective domain: attending, receiving, valuing, and evaluating. (RB)

This document is a draft of behavioral goals for a preservice teacher education program. The classification framework was taken from the "Taxonomy Handbook II" by Krathwohl, et al., and organizes affective domain goals into the followinq categories: receiving (attending)--sensitivity to the existence of certain phenomena and stimuli,…

This small booklet describes the Affective Education Program established in Philadelphia in 1967. The program uses various classroom techniques such as the problems, plans, and sharing classroom structure to foster student leadership and cooperation; using group roles, feedback, and processing; and being responsive to student concerns. In…

This document summarizes a curriculum workshop that defines individualization in terms of cognitive, psychomotor, and affective objectives. This definition is operationalized in objectives, evaluations, and resources keyed to nine individualization steps, which are documented by examples. A one-page planning matrix is used to sum up the nine…

This manual, specifically designed to accompany formal instruction in the writing of behavioral objectives, is also intended for use by individuals desiring knowledge of behavioral objectives and behavioral domain concepts. The introductory chapter on rationale for use of behavioral objectives outlines an instructional cycle designed to aid…

This book focuses on the affective dimensions of learning situations and discusses the need for dealing with the emotional aspects that are a part of every cognitive learning experience. Part 1 presents a model that allows systematically and predictably for the development of the whole child, taking account of readiness-awareness level and…

This teacher's workbook which accompanies the Total Creativity Program consists of a group of checklists for the following purposes: assessing pupils, compiling and diagnosing pupil assessments, and assessing and helping teachers. (JK)

Discusses the use of visual materials in enhancing student learning, especially in the affective domain. (MLH)