The phrase "affective involvement" is correct and usable in written English.
It can be used in contexts related to psychology, education, or emotional engagement, often referring to the emotional connection or engagement someone has with a subject or activity.
Example: "The study found that students with high affective involvement in their learning process performed better academically."
Alternatives: "emotional engagement" or "emotional involvement".
Analysis of data indicates that the workshops had positive effects on subjects' performance in "affective involvement".
Three subscales of Family Assessment Device (FAD) were used before and after the workshops: communication, affective responsiveness, and affective involvement.
The relationship between CA constructs and perceived usefulness is obtained through cognitive and affective involvement, while cognitive involvement is more dominant in this study context.
(text 9-1-A) indicates unequal power, a distant relationship, infrequent contact and/or low affective involvement (Eggins 2004).
It is clear from this that there are a range of relationships between interactants reflecting status, power, affective involvement and frequency of contact.
For example, the choice of congruent imperative mood as in Please have a look and give me your comment (text 8-6-O) to realise requests indicates a close relationship, frequent contact, and/or possible high affective involvement (Eggins 2004; Painter 2009).
Additional robustness checks reveal that the observed effects are indeed due to lead userness rather than to affective product involvement or job satisfaction.
Further, a closer look at psychometric and neuroimaging data finds that a paper-and-pencil measure of affective product involvement correlates with aesthetic product experiences in the brain.
Affective engagement is the emotional response and feelings of involvement in school.
To establish balance, the women required their husbands' physical, affective and cognitive involvement as they struggled with PPD.
This study aims to understand the role of five different dimensions of cognitive absorption (CA) (i.e., temporal dissociation, focused immersion, heightened enjoyment, control, and curiosity) in training outcomes and how affective and cognitive involvements leverage this learning process.
