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positive affective attitudes did not seem to be affected by their reported attempts to
enhance pupils’ general self-concept and mathematics self-concept. The extent of
deployment of particular teaching methods also did not seem to be affected by these
attempts.
7.2: Pupils’ and teachers’ attribution of pupils’ mathematics performance
Pupils ’ perceptions
In the questionnaire, both 5th and 8th graders who responded as being Very good, Good
or OK at mathematics were asked to choose one alternative of six as a positive
attribution oftheir success.
These alternatives were:
• Ability (I am clever enough to do well at Maths classes),
• Effort (I try hard to do well at Maths classes),
• Luck (It is just lucky for me to do well at Maths classes),
• Teachersupport (I have enough support from the teacher in mathematics classes),
• Home support (I have enough support from my parents or juku teachers to do well),
• Easy task (Tasks and tests are easy in Maths classes).
A space was left so that pupils could write an alternative reason for their success in
mathematics for 8th graders.
Approximately one third of pupils of both age groups attributed their success in
mathematics learning to effort. 5th graders were more likely to attribute their success to
support from others such as home support or support from the teacher in mathematics
classes than 8th graders, while 8th graders were more likely to attribute their success in
mathematics learning to luck than 5th graders. Few from each grade attributed their
success in mathematics learning to ability or easiness of the task provided. Few 8th
graders expressed attributions of their success in learning mathematics in their own
words. Of those that did the attributions were ‘I am interested in maths’ (N=42, 3.7%), ‘I
learned maths a lot in my early years’ (N=7, 0.6%), and the ‘Learning materials are good
for promoting my understanding’ (N=1, 0.1%) (see Table 7.2.1).
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