Affective Factors Influence Classroom Learning

SOCIAL psychologists warn us that communication between members of different subgroups in our culture is fraught with peril. Mindful of this peril, the writer presents in this paper a review of some research on the influence of af fective factors on classroom learning. A frame of reference is presented first. This is followed by a review of research on teacher-learner affective characteristics and interactions, and some concluding remarks. Doubtless the general goal of educa tion can be stated in many different ways. From the point of view of an edu cational psychologist the writer would define this general objective as the ar rangement of conditions which will