A concept-formation approach to attitude acquisition.

Rhine, Ramon J.

doi:10.1037/h0043262

Cited by 43 publications

(22 citation statements)

References 24 publications

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“…Most of the research focuses on cognitive domain but there is a need to investigate cognitive objectives as a means to affective goals (Asch, 1952;Festinger, 1957;Heider, 1958;Rhine, 1958;Rosenberg, 1956) as well as affective objectives as means to cognitive goals (Bruner, 1960;Festinger & Carlsmith, 1959; Ja- hoda, 1956;Kelman, 1958;White, 1959). This study found that achievement of cognitive and affective goals happen simultaneously similar to what Suchman (1962) suggested.…”

Section: Attitudes and Beliefs Mattersupporting

confidence: 64%

New Perspective on TPACK Framework in the Context of Early Childhood Education: The “A” Stands for Affective

Park

Hargis

2018

ij-sotl

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The purpose of this exploratory single-case study is to investigate the affordances of iPad transpired within a technological pedagogical and content knowledge (TPACK) framework by four early childhood educators with varying Technological Knowledge (TK) at a low-income preschool. Pre/post and follow-up survey, group and follow-up interviews, classroom observations and document of iPad workshop data were analyzed using coding methods in two cycles. The exploration in how teachers discovered the iPad affordances indicated parallel progression in TK and change in their value system. The exploration in the progression of TK and change in their value system suggest a relationship between progression of TK towards TPACK and of affective-valuing (AV) towards affective-characterization (AC).

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Section: Attitudes and Beliefs Mattersupporting

confidence: 64%

New Perspective on TPACK Framework in the Context of Early Childhood Education: The “A” Stands for Affective

Park

Hargis

2018

ij-sotl

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“…So, when a person makes an overt evaluative response to an object, or concept, he is expressing his attitude. This evaluation is compatible with Thurstone's description of attitude (10) as the &dquo;affect for or against a psychological object.&dquo; The evaluative dimension, in a more cognitively oriented theory of attitude formation, completes Rhine's definition of attitude formation in the construction of concepts (8).…”

Section: Background Of the Problemmentioning

confidence: 73%

Teachers View Students: an Attitude Assessment Through Personality Profiles

Kitchin

1972

Adult Education

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The attitudes of 52 evening college faculty members at three state universities were obtained through their descriptions of an ideal college student and a typical adult evening college student on an adjective check list. Results were reported in terms of personality profiles of the two student types, and significant differences were found on 19 of the 22 experimental scales used for analysis of the data. These faculty members had a generally less favorable attitude toward adult students than they had toward their ideal conception of a college student. Therefore, the general purposes of the study were achieved. Faculty attitudes could be assessed by means of a personality inventory, which discriminated between relevant concepts, and some expected differences between these concepts were found. THE PROBLEMIn an earlier study (5), the author investigated relationships between adult evening college students' needs for autonomy and succorance and their orientations toward learning, their preferences for certain teaching methods and styles, the students' satisfaction with their teachers' methods and styles, and academic achievement. Results of the study indicated that, from the students' point of view, their teachers' personality characteristics-as manifested by their behavior in the classroom-were very important to the students' satisfaction and success in the course work. These classroom behaviors may also be considered as an index to the teacher's attitudes.The purpose of the present study was to attempt to discover the attitudes of evening college teachers toward their students more directly, in terms of the same Adjective Check List (ACL) personality inventory, that had been utilized in the prior study of students. Since attitudes are widely viewed as a generalizing and patterning mechanism of the mind, there seemed to be validity in seeking a general faculty attitude toward students.

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“…Doob (1947) pursued this viewpoint further by suggesting that theories of learning apply also to attitude development. Three other definitions stressed the affective nature of attitudes: Katz and Sarnoff (1954) talked about a 'stable or fairly stable organisation of cognitive and affective processes'; Rhine (1958) referred to an attitude as a 'concept with an evaluative dimension'; and Triandis (1971) spoke of an attitude as 'an idea charged with emotion'. Cook and Selltiz (1964) appreciated that attitudes, on their own, do not control behaviour.…”

Section: Attitudes-some Definitionsmentioning

confidence: 99%

Towards a Model for Attitude Change

Johnstone

Norman

1981

European Journal of Science Education

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Summaries EnglishThe place of attitude growth in the educational process is assuming an increased importance today in our schools. A broad definition of 'attitude' is proposed, and various types of attitude are discussed. The relationship between cognition and attitude growth in an educational setting is explored, reference being made to a number of recent empirical studies in relation to science education. Before building up a possible model for attitude change, the main strands of evidence from previous research are listed. The proposed model attempts to account for attitude stability in normal life as well as the possibility of attitude change brought about experimentally. It also attempts to account for the variable ease of attitude modification, the variation being related to the nature of the attitude. The model is considered to be useful in rationalizing a wide range of experimental data, as well as generating further lines of research. DeutschDer Ort der Einstellungszunahme im Erziehungsprozess nimmt zur Zeit eine wachsende Bedeutung in unseren Schulen ein. Ein unfassende Definition von 'Einstellung' wird vorgeschlagen, und verschiedene Typen von Einstellung werden diskutiert. Die Beziehung zwischen Erkenntniswachstum und Einstellungszunahme im pädagogischen Zusammenhang wird untersucht, dabei werden Bezüge hergestellt zu einer grossen Anzahl wichtiger empirischer Studien, die in Verbindung zu der Pädagogik der Naturwissenschaften stehen. Vor der Entwicklung eines annehmbaren Modells zur Erklärung von Einstellungsänderungen werden die aus der Forschung bekannten wichtigsten Modelle aufgeführt. Das vorgeschlagene Modell versucht, die Stabilität von Einstellungen in normalen Lebenssituationen ebenso zusammenzufassen wie die Möglichkeit von experimentell hervorgebrachten Einstellungsänderungen. Es versucht weiterhin, die verschiedenen bei Einstellungsänderungen auftretenden Probleme, deren Variation in dem Konzept Einstellung selbst liegt, zu erklären. Das Modell wird als eine nützliche Hilfe angesehen, eine grosse Menge experimenteller Daten zu erklären wie auch weitere Untersuchungen zu stimulieren. FrançaisLa place de l'évolution de l'attitude dans le processus éducatif prend actuellement une importance croissante dans nos écoles. L'auteur propose une définition globale de la notion d"attitude' et discute différents types d'attitude. Il examine le lieu qui existe entre les connaissances et l'évolution de l'attitude dans un contexte péda-gogique et le compare à un certain nombre d'études empiriques récentes dans le domaine des sciences de l'éducation. Avant de construire un éventuel modèle pour 0140/5284/81 0302 0205 $02·00 206 RESEARCH REPORTS l'explication des changements d'attitude il cite les tendances les plus importantes issues de la recherche passée. Le modèle proposé essaie de résumer la stabilité des attitudes dans les situations de la vie quotidienne et la possibilité de provoquer expérimentalement un changement d'attitude. De plus, il tente d'expliquer les différents problèmes qui surgissent lor...

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A concept-formation approach to attitude acquisition.

Cited by 43 publications

References 24 publications

New Perspective on TPACK Framework in the Context of Early Childhood Education: The “A” Stands for Affective

New Perspective on TPACK Framework in the Context of Early Childhood Education: The “A” Stands for Affective

Teachers View Students: an Attitude Assessment Through Personality Profiles

Towards a Model for Attitude Change

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