Briefing
paper
The Affective Domain and Attainment
Dr Debra Cureton, University of Wolverhampton
Professor Glynis Cousin, University of Wolverhampton
Overview
This paper considers the role that the affective domain plays in the process of deep and
surface learning and considers how recognising the affective domain can encourage deeper
learning approaches.
Abstract:
It is widely accepted that deep and surface learning are aspects of student learning (Marton
and Saljo, 1976) that are important to attainment. This paper considers the impact of the
affective domain in the adoption of surface and deep learning strategies by students. The
data pertaining to this argument has been collected through Consensus Conferencing and
through interviews with current students and alumni who have achieved good degrees.
Students discussed the importance of good relationships with lectures and feeling respected
as individuals as important to their engagement with the topic and how they operate as
learners.
Rationale:
It is widely accepted that deep and surface learning are aspects of student learning
strategies (Marton and Saljo, 1976) that are important to attainment. Although there has
been some indication that there is an affective aspect to these learning approaches, which is
embodied in ‘fear of failure’ Ramsden, Beswick and Bowden, 1986), the impact of the
affective domain with in the learning space and its impact on students’ approaches to
learning has received little attention.
Generation of Evidence:
A number of student consensus conferences were held over the period the Disparities in
attainment programme that invited students to discuss issues pertaining to the attainment
gap. The data collected was analysed and the dominant themes that arose were followed
up in one to one interviews with current students and Alumni.
Research findings/ New Evidence:
In all data collection forums students discussed the impact of good student lecturer
relationships on their engagement with the topic being taught, the barriers to adopting
deeper learning strategies when relationships with lecturers were difficult and the impact of
good relationships with lecturers on their attainment.

Students discussed the importance of good relationships with their lecturers and
how this impacts on their engagement with the subject area. In particular, students
reported that good relationships with their lecturers led to greater engagement.
When you get on well with your lecturer, you can ask them questions.
You’re not afraid to ask about things you don’t understand and you can
ask about things you are interested in. Knowing you can talk to them
[lecturers] sort of inspires you to what to know more.
(BME , male, second year student)

Students also discussed how relationships with lecturers that are perceived as not
being good, had negatively impact on the engagement with topic.
….She didn’t answer my emails and it made it hard to do the
assignment. The information wasn’t clear and I, well we all,
needed clarification so that we could do good assignments.
When she didn’t respond to emails it makes you think
‘why do I bother; what’s the point?’ You know, I’m not
like that normally; I want a first, but it just makes you like that.
(White, male, third year student)

The relationship between affective aspects of the learning relationship, engagement
and the learning strategies students implements were also raised by students and
alumni.
Trying to have good relationships with lecturers is important. I tried
to talk to all my lecturers so that they knew I was interested and wanted
to do well. If you have a good relationship with them you can talk
to them about the assignments, they can tell you other things to read
so that you can learn more about the topic, then you have more
to write about in your assignments.
(BME, Female Alumni)

Students also detailed how negative relationships impact on the attainment.
‘When they [lectures] don’t communicate [the lecture] well
it is hard to understand what they are saying. You go away
and read about it [the lecture topic] but you get confused.
(White, female, first year student)
If you can’t ask lecturers for clarification then you have to ask
your friends………. Well, they [friends] are just guessing like you
are, but that’s all you have to go on. If you get it wrong, you
you get a low mark.
(BME, female, first year student)
If students feel uncomfortable they might not go to lectures
and you definitely won’t be asking them for help.
(White, male, second year student)
Outcomes/implications for policy and practice:
 Students see good communication: clear assignment instruction, good presentation of
lecture materials and the opportunity to ask questions without negative comeback, as
important to their ability to get good degrees.

The above factors are also elements that lead to students perceiving a good relationship
with lecturers and this positivity impacts on their engagement with their learning in this
area.

Students’ relationships with lecturers impact on their learning strategies. The affective
aspect of learning relationships impacts on the learning strategies students implement.
To good relationships with students and good communication is likely to lead to
students engaging in deep learning.

Encouraging good relationships and good communication by providing opportunities for
students to ask questions and gain more information could positive impact on student
performance.
Refereneces
Marton, F. and SÄLJÖ, L. (1976) "On Qualitative Differences in Learning — 2:
Outcome as a function of the learner's conception of the task" British. Journal of
Educational Psychology, 46, 115-27
Ramsden, P., Beswick, D., & Bowden, J (1986). Effects of learning skills interventions
on first year university students' learning. Human Learning, 5, 151-164.