Factors Relevant to the Affective Content in Literature Survey: Implications for Designing an Adult Transformational Learning Curriculum

Current directions in transformational learning theory incorporate the concept of emotional intelligence. The purpose of this study was to understand emotional intelligence as it relates to transformational learning by identifying factors related to individuals' emotional responses to literatur...

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Bibliographic Details
Published in:Journal of adult education 2009-07, Vol.38 (2), p.19
Main Authors: Taylor, Megan A, Fischer, Jerome M, Taylor, Linda
Format: Article
Language:English
Subjects:
Ability
Adult Learning
Age
Andragogy
Conflict management
Drug abuse
Emotional Intelligence
Emotional Response
Emotions
Gender Differences
Idaho
Learning Processes
Learning Theories
Literature Reviews
Males
Personality
R&D
Reader Response
Research & development
Stereotypes
Transformative Learning
Undergraduate Students
Violent crime
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Summary:Current directions in transformational learning theory incorporate the concept of emotional intelligence. The purpose of this study was to understand emotional intelligence as it relates to transformational learning by identifying factors related to individuals' emotional responses to literature. Specifically, the study investigated the relationship between gender, age, personality factors, and emotional responses, as measured by the Schutte Self-Report Inventory and Affective Response to Literature Survey. Gender was determined to be a significant factor, along with the personality factors of Agreeableness and Openness in the International Personality Item Pool Five Factor Model. Implications of the results suggest that an adult transformational learning curriculum could be designed using the identified factors and thereby increasing learning opportunities for students. [PUBLICATION ABSTRACT]
ISSN:0090-4244