AFFECTIVE CANONICAL ANALYSIS OF HYPNOTEACHING AND STUDENT ENGAGEMENT OUTCOMES
DOI:
https://doi.org/10.23969/jp.v10i04.38673Keywords:
affective pedagogy; motivational learning; digital self-regulation.Abstract
This study investigates the interrelated dynamics between affective-oriented instructional practices particularly Hypnoteaching and multiple dimensions of student engagement in Indonesian senior high schools. Utilizing Canonical Correlation Analysis (CCA), the research examined two variable sets: affective instructional components (positive suggestion, empathy, motivational induction, and focus guidance) and learning outcomes (behavioral, emotional, cognitive, and digital engagement). Data were gathered from 120 students across Banten, Yogyakarta, and East Java using validated Likert-scale instruments. The analysis identified two significant canonical functions (Rc₁ = 0.812, p < .001; Rc₂ = 0.517, p = .016). The first function, termed Affective Resonance, revealed strong associations between empathy, motivation, and emotional engagement. The second function, labeled Regulatory Control, demonstrated that focus guidance enhances digital self-regulation. The findings indicate that affective-based pedagogy strengthens both emotional involvement and behavioral discipline. Theoretically, this study integrates affective learning principles with motivational constructs within a multivariate analytical framework; practically, it offers a data-driven foundation for improving engagement and digital well-being in contemporary classrooms.
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