Relationships between Affective Learning through Learning Attitude and Personal Mastery in the Undergraduate Students

Journal article

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Strategic Research Themes

Publication Details

Author list: Aksarapak Lucktong

Publication year: 2020

Volume number: 8

Issue number: 1

Start page: 32

End page: 45

Number of pages: 14

eISSN: 2773-9449

URL: https://so03.tci-thaijo.org/index.php/liberalartsjournal/article/view/244177

Abstract

A role of higher education is to develop employability skills among young generation graduates, while our dynamic world needs persons with personal mastery. This study is to examine the relationships between affective learning through attitudes toward learning and characteristics of personal mastery. Attitudes toward learning consist of four dimensions: content, teaching style, learning activity, and perceived-advantage from learning. The sample included 596 undergraduate students who completed their self-administrative questionnaires on learning attitudes test and personal mastery items. The results from multivariate analysis found positive association on learning advantage perception and personal mastery. Interestingly, attitude toward learning activity negatively associated with personal mastery in undergraduate students. The findings support affective learning, in particular linkage between learning and perception on benefits after learning. This value could encourage continuous learning cycle throughout individuals and developpersonal attribute for lifelong learning.

Keywords

การเรียนรู้ด้วยใจ, ความเป็นผู้ใฝ่รู้เพื่อพัฒนาตนเอง, สิ่งที่ได้รับจากการเรียน