The Effect of the Joyce and Weil Model on Developing Perceived Emotional Engagement in Art History Among Female Students of the Institute of Fine Arts

Alshammari, Sama Aladdin Abbas

doi:10.37653/juah.2026.168085.1392

	The Effect of the Joyce and Weil Model on Developing Perceived Emotional Engagement in Art History Among Female Students of the Institute of Fine Arts
Journal of University of Anbar for Humanities
Volume 2026, Issue 2, June 2026, Pages 376-405 PDF (4.5 M)
Document Type: Research Paper
DOI: 10.37653/juah.2026.168085.1392
Author
Sama Aladdin Abbas Alshammari^*
Al-Mustansiriyah University / College of Basic Education Department of Kindergarten
Abstract
Aims: The research problem was formulated in the following question: What is the effect of the Joyce and Weil model on developing perceived emotional engagement in art history among female students of the Institute of Fine Arts? In addition to the research importance, which centered on the contribution of the Joyce and Weil model to developing students' perceived emotional engagement. The current research aimed to identify the effect of the Joyce and Weil model on developing perceived emotional engagement in art history, and to reveal the effect size of the Joyce and Weil model on developing perceived emotional engagement in art history. Methodology: To verify the first objective, the researcher formulated the following two null hypotheses: There is no statistically significant difference at the significance level (0.05) between the mean scores of the experimental group students (who studied according to the Joyce and Weil model) and the mean scores of the control group students (who studied according to the conventional method) on the pre-test of the perceived emotional engagement scale. There is no statistically significant difference at the significance level (0.05) between the mean scores of the experimental group students and the mean scores of the control group students on the post-test of the perceived emotional engagement scale. The researcher adopted the experimental method and utilized a partially controlled experimental design, specifically a two-group design with pre- and post-tests. The research population consisted of female students at the Institute of Fine Arts for Girls, affiliated with the General Directorate of Education in Baghdad / Al-Karkh 1. The researcher intentionally selected a sample of (60) first-stage female students to implement the research experiment. The study was applied to the research sample after the researcher adopted the perceived emotional engagement scale. Results: After statistically analyzing the data, the results indicated that there were statistically significant differences in art history between the experimental group, which was taught using the Joyce and Weil model, compared to the control group, which was taught using the traditional method. Conclusions: It can be concluded that employing the Joyce and Weil model in teaching theoretical subjects, particularly art history, brings about a qualitative transformation in the female students' educational experience, shifting them from a state of passive reception to perceived emotional engagement. This engagement represents an essential condition for deep and meaningful artistic learning. Furthermore, the conclusion reveals that the model's effectiveness is not limited to the cognitive aspect alone but extends to building a sustainable emotional relationship between the student and the academic content, thereby opening the door to restructuring theoretical arts curricula away from conventional dry methods. Complementing the research findings, the researcher recommended the necessity of adopting the Joyce and Weil model in teaching theoretical subjects in arts institutes, especially art history. The researcher also suggested conducting further studies, including similar studies to investigate the effect of the Joyce and Weil model on other artistic subjects (such as art criticism and aesthetic philosophy).
Keywords
Joyce and Weil's model; perceived emotional involvement; art history

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