Emotionalized Learning Experiences: Inspiring Students in Pakistan to Reinvent Themselves to Nurture Social Competence

Autor/in	Green, Zane Asher
Titel	Emotionalized Learning Experiences: Inspiring Students in Pakistan to Reinvent Themselves to Nurture Social Competence
Quelle	In: Journal of College Student Development, 60 (2019) 3, S.337-360 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Foreign Countries; Learning Experience; Emotional Response; Interpersonal Competence; Undergraduate Students; College Graduates; Competency Based Education; Social Attitudes; Behavior Standards; Discussion (Teaching Technique); Learning Activities; Reflection; Business Administration Education; Educational Environment; Teamwork; Education Work Relationship; Prosocial Behavior; Positive Attitudes; Humanistic Education; Affective Objectives; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Lernerfahrung; Emotionales Verhalten; Interpersonale Kompetenz; Hochschulabsolvent; Hochschulabsolventin; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Social attidude; Soziale Einstellung; Lernaktivität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Humanistische Bildung
Abstract	I assessed the effect of the dimensions of emotionalized learning experiences on the social competence of 3 intact groups of BBA students. Each group was taught the affective course, Reinvent Yourself, by a different teaching method. There was a significant effect of the dimensions on students' social competence, particularly with regard to the subscale, social skills. Also, the emotional setting for learning made the greatest contribution towards students' overall social competence. It was concluded that not so much the teaching methods, as the affective course and dimensions of emotionalized learning experiences promote social competence in Pakistan's bachelor's students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01