Martin and Reigeluth's six dimensions of affective development¶

Theory · All theories
Evidence · no claims cited

Description¶

The article adopts Martin and Reigeluth's (1999) framework dividing the affective domain of learning into six dimensions. As the article states, "Martin & Reigeluth (1999) divide it into six dimensions: emotional development, moral development, social development, spiritual development, aesthetic development, and motivational development." Each dimension is associated with its own unique components of instructional value, such as knowledge, skills, and attitudes, which the article tabulates in its figures. This framework explains why designing instructional strategies for affective learning is difficult, since each dimension poses its own sequencing criteria.

Design Implications¶

Context¶

Requirements¶

• Each dimension has its own unique criteria for consideration in instructional sequencing and instructional methods, so designers must attend to the specific dimension targeted.

Constraints¶

• The article restricts its own sequencing analysis to only one dimension, emotional development.

Target Learners¶

• Instructional designers of affective curricula

Target Learning Objectives¶

• Affective development across emotional, moral, social, spiritual, aesthetic, and motivational dimensions

Claims¶

Related Theories¶

Examples¶

• Do not simply reuse cognitive and psychomotor sequencing principles when sequencing affective learning

Key Sources¶

• Wu, Yann-Shya. (2000). Guidelines for Instructional Sequencing in Emotional Literacy Learning Using PATHS Curriculum as an Example. https://eric.ed.gov/?id=ED455810