The purpose of this study was to determine the hierarchical relationships between behaviors in the cognitive and affective domains that lead to the mastery of a given terminal goal, defined for this study as teachers' voluntary acceptance of Individually Guided Education (IGE). Ordering theory, a method for determining linear and nonlinear hierarchies among all intertask pairs, was used to validate the hypothesized ordering. The results indicated that cognitive skills and attitudes were integrally related and built on each other, leading to mastery of the terminal goal. Therefore, when analyzing learning tasks, it is necessary to analyze both the cognitive and affective components and the relationships between them.
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