The phrase "affective outcomes" is correct and usable in written English.
It can be used in contexts related to psychology, education, or research, where emotional responses or feelings resulting from an experience or intervention are being discussed.
Example: "The study aimed to measure the affective outcomes of the new teaching method on student engagement and motivation."
Alternatives: "emotional results" or "emotional outcomes".
With respect to perceived risk and affective outcomes, pre- and posttest data were required for inclusion.
For affective outcomes, the majority of the studies reported negative effects on carriers but these were short-lived.
Midterm feedback from students: Its relationship to instructional improvement and students' cognitive and affective outcomes.
Affective outcomes measured in the studies included disorder-specific distress, general and state anxiety, depression, mood state, cancer worry, general distress, and psychiatric diagnosis.
Students reported high favorability for the sit-stand desks and improvements in several student engagement and affective outcomes while using the sit-stand desks.
Results identified three categories of affective outcomes, rather than the classic dichotomy 'urban vs natural': the simulated walks in areas with greenery rated significantly better than the others; however, the pedestrianised settings were associated with neutral or positive affective outcomes and perceptions, with statistically significant differences with an area with traffic.
Furthermore, little attention has been given to affective outcome measures such as social and emotional learning.
Scoring for affective outcome measures was calculated according to recommended algorithms, 14, 17– 20 and the ranges are presented for each outcome measure in the results tables.
The 4 conditions can be considered of high salience because they all signal a potentially affective outcome (Bromberg-Martin et al. 2010; Guitart-Masip et al. 2014).
● Rhodes and Pfaeffi [ 16] identified notable gaps in the physical activity intervention literature and suggested that when developing messages supplementing the guidelines, there may be benefit in emphasizing aspects of self-regulation, self-efficacy and affective outcome expectancies.
Social presence supports cognitive presence by indirectly facilitating critical thinking, but it also directly affects affective educational outcomes by making interaction enjoyable and encouraging students to remain in a course.
