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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failing, the perceived frequency of deployment of Reading a textbook, perceived
satisfaction in mathematics classes, feeling happy with the teacher’s praise for better
results than others and sense of progress promoted by Using a computer positively
predicted pupils’ mathematics self-concept, although the contributions of each were
relatively low. The Multiple R value was .361, the adjusted R square was .112 (ANOVA:
F=7.030, p<. 01). See Table 7.5.2 for details. The variables were less successful in
predicting the mathematics self-concept of those who perceived themselves as failing.

Table 7.5.2: The multiple correlation coefficient of stepwise multiple regression of 5^th
graders perceiving their mathematics learning as failing

The responses of 1261 8^th graders perceiving their mathematics learning as successful
were analysed. For pupils perceiving their mathematics learning as successful at 8^th
grade as at 5^th grade, perceived satisfaction was the most important factor predicting
mathematics self-concept. General self-concept, enjoyment promoted by Practical work,
motivation promoted by Individual work, attribution of success to ability or task easiness
and perceived competitiveness in classroom predicted their mathematics self-concept to
a lesser extent. Pupils’ attribution of success to luck, perceived difficulty and
cohesiveness in a classroom, feeling happy with teacher’s praise for enhancement of
effort contributed negatively. The Multiple R value was .561, the adjusted R value was
.306 (ANOVA: F=39.520, p<. 01). See Table 7.5.3 for details.

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