EDL 880
Dr. Jeffrey Oescher
Affective Characteristics and their Targets
I.
Attitudes
A. A learned predisposition to respond in a consistently favorable or unfavorable manner with
respect to a given object.
B. The target is usually an object
C. Attitudes can be favorable or unfavorable
1. Degrees of favorableness indicate the intensity of an attitude
D. Attitudes are generally considered an affective characteristic of moderate intensity
II. Interests
A. A learned disposition organized through experience which impels an individual to seek out
particular objects, activities, understanding, skills or goals for attention or acquisition
B. The target is usually some activity or skill
C. Interests can range from no interest to high interest
1. Degrees of interest indicate the intensity of interest
D. Interests are generally considered an affective characteristic of high intensity as they tend to
be action oriented, that is they impel people to seek out things
III. Values
A. A learned belief as to what should be desired (Getzels), what is important or cherished
(Tyler), and what standards of conduct or existence are personally or socially acceptable
(Rokeach)
B. The targets are many and varied (e.g., behaviors, activities, attitudes, etc.)
C. Attitudes can be wrong or right, unimportant or important, or unacceptable or acceptable
1. Degrees of correctness, importance, or acceptability indicate the intensity of the
value
D. Values are generally considered an affective characteristic of high intensity (e.g., cherished,
prized, guides and determines action, etc.)
IV. Preferences
A. A learned disposition to choose one object, activity, or idea as opposed to another object,
activity, or idea
B. Two targets are involved since preferences involve a choice between two alternatives
C. Preferences can best be thought of as relative in nature, that is, more, less, better, worse,
etc.)
1. Preferences can involve attitudes (e.g., more favorable than…), interests (e.g., less
interest in…), or values (e.g., more valuable than…)
D. Preferences are generally considered an affective characteristic or low intensity
V. Academic self-esteem
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A. A person's perception of himself as a learner in an academic setting
B. The target is the person himself
C. Academic self-esteem can be negative or positive
1.
Degrees of feelings indicate the intensity of academic self-esteem
D. Academic self-esteem is generally thought to range from low to high intensity depending on
the relationship of the perception of self to the entire spectrum of other perceptions and
beliefs the person might hold (e.g., values, interests, abilities, etc.)
VI. Locus of control
A. The extent to which individuals tend to accept responsibility for their own behavior, the
consequences of their behavior, or both
B. The target is either the person or any activity that follows the behavior
C. Locus of control is considered internal (i.e., believing one's self is responsible) or external
(i.e., believing others are responsible)
1. The degree of self responsibility indicate the intensity of a person's locus of control
D. Locus of control as an affective characteristic is generally thought to of moderately high
intensity
VII. Anxiety
A. The experience of tension that results from real or imaginary threats to one's security
B. The target is any real or imaginary threat to one's security
C. Anxiety can be thought of as relaxed or tense
1. The degree of tension indicates the intensity of anxiety
D. Anxiety as an affective characteristic is generally thought to be of high intensity
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A Continuum of Intensity for Selected Affective Characteristics
Academic Self-Esteem
Preferences
Locus of Control
Interests
LOW
HIGH
Attitudes
Values
Anxiety
Specific Affective Characteristics Ordered along a Continuum of Direction and Intensity
← Unfavorable
Attitudes
Favorable →
← Disinterested
Interest
Interested →
← Unimportant
Value
Important →
← Target A
Preference
Target B →
← Negative
Academic Self-Esteem
Positive →
← Deny Responsibility
← Tense
Locus of Control
Anxiety
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Accept Responsibility →
Relaxed →