5th and 8th grade pupils’ and teachers’ perceptions of the relationships between teaching methods, classroom ethos, and positive affective attitudes towards learning mathematics in Japan

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praising them, irrespective of the reasons for the teachers’ praise (see Table 7.4.3 and
Figure 7.4.2).

Table 7.4.3: Mean scores and Standard Deviation of the extent to which pupils feel
happy with teachers’ praise on them in mathematics classes

	5^m graders			8^λ graders
	N	M	SD	N____	M___	SD
Better results than others t=5.716, df=3069.042, p<.01_______________	1461	3.39	1.34	2106	3.64	1.29
Improvement results than before t=5.858, df=3O24.762, p<.01_______________	1460	3.71	1.26	2106	3.96	1.19
More effort than others t=.292, df=3048.157, p>.05________________	1459	3.51	1.30	2106	3.49	1.24
More effort than before t=,497, df=3045.469, p>.05________________	1461	^T82	1.29	2105	3.80	~T23
Repeated measure ANOVA	F(2.804	,4085.793)		F(2.588,5442.450)
	=84.935, p<. 01			=173.038, p<. 01

Figure 7.4.2: Mean scores of the extent to which pupils feel happy with teachers’ praise
of them in mathematics classes (age group comparison)

Table 7.4.4: Correlation between pupils’ feeling happy with teachers’ praise

	5^m graders ~			8 graders___________________
	N_____	r____________	_P_______	N_____	R__	P_______
Results others x Results before	1460	.655	.000	2106	.696	.000
Results others x Effort others	1458	.567	.000	2106	.686	.000
Results others x Effort before	1458	.495	.000	2104	.553	.000
Results before x Effort others	1458	.601	.000	2016	.664	.000
Results before x Effort before	1458	.635	.000	2104	.740	.000
Effort others x Effort before________	1459	.644	.000	2104	.756	.000

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