This is because the relationship between affect and performance is of practical importance in many affective enhancement programs as well as educational policy statements throughout the world.
For instance, many affective enhancement programs as well as educational policy statements throughout the world are based on the fact that an improvement in affects (e.g., self-concept) will lead to better academic achievement (Bofah 2015).
This study provides evidence-based insight for policy makers of the respective countries of the affective factors that affect quality of students' performance in mathematics literacy, and to learn from others while enhancing its own strengths in the education system.
To our knowledge, the issue of making emphasis on affective aspects is seldom brought up in sex education policies.
This study contributes to providing evidence-based policy making in addition to informing the mathematics teachers the particular students' affective characteristics, which should be strengthened to ensure better mathematics learning outcomes in Indonesia, Malaysia, and Thailand.
I suggest that multiliteracy centers should consider adopting policies, structures, and designs that facilitate connections, support long visits, attend to affective dimensions of relationships, and encourage play.
Speculatively, this policy may promote abstinence (Wakefield, Hayes, Durkin, & Borland, 2013) by degrading the common affective or perceptual elements between the packaging (stimulus) and the outcome (smoking reward), such that the packaging does not invite (afford) the act of smoking.
For policy implication, findings from this current study shed light on the importance of teachers to incorporate significant affective components into their classroom teaching or intervention programs in order to improve and enhance students' understanding in mathematics.
More personalisation and affective news?
