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



260

Table 7.5.3: The multiple correlation coefficient of stepwise multiple regression of 8th
graders perceiving their mathematics learning as successful

Unstandardised coefficient

Standadised
Coefficients

t

Sig.__________

_B__________

Std.Error

Beta _______

(Constant)_____________________

24.023

1.601

15.004

.000

Satisfaction______________________

1.728

.156

.322

11.085

.000

Attribution: ability__________________

6.746

.968

.191

6.971

.000

Attribution: luck___________________

- 3.396

.643

- .149

- 5.285

.000

Difficulty_____________________________

- .991

.165

- .167

- 6.004

.000

Motivation: Individual work

.783

.174

.124

4.489

.000

General self-concept____________

.175

.039

.128

4.535

.000

Cohesiveness________________

-.430

.135

-.093

-3.187

.001

Attribution: task easiness

2.640

1.077

.067

2.452

.014

Competition____________________

.368

.140

.073

2.634

.009

Happy with praise for
enhancement of effort__________

-.518

.187

-.079

- 2.774

.006

Enjoyment: Practical work

.368

.156

.065

2.367

.018

The responses of 895 8th graders perceiving themselves as failing in mathematics were
analysed. Satisfaction was the factor best predicting pupils’ mathematics self-concept for
8th graders perceiving themselves as failing at mathematics. General self-concept,
enjoyment and sense of progress promoted by
Individual work and motivation promoted
by
Teacher explanation predicted their mathematics self-concept to a lesser extent.
Attribution Offailure to lack of ability, perceived difficulty in classroom, sense of progress
promoted by
Individual help predicted mathematics self-concept negatively. The Multiple
R value was .585, and the adjusted R value was .334 (AN0VA: F=41.247, p<. 01). See
Table 7.5.4 for details. The prediction was stronger at 8th grade than 5th grade.

Table 7.5.4: The multiple correlation coefficient of stepwise multiple regression of 8th
graders perceiving their mathematics learning as failing

Unstandardised
coefficient_________________

Standadised
Coefficients

t

Sig.

B_________

Std-Error

Beta________

(Constant)__________________

13.790

1.474

9.353

.000

Satisfaction_____________________________

1.703

.184

.323

9.267

.000

Attribution: lack of ability

-3.736

.754

-.162

-4.957

.000

Enjoyment Individual work

.618

.187

.121

3.295

.001

Difficulty

-.800

.171

-.157

-4.672

.000

General self-concept

.147

.035

.140

4.251

.000

Sense of progress: Individual work

.645

.199

.121

3.239

.001

Sense of progress: Individual help

-.517

.189

-.093

- 2.733

.006

Motivation: Teacher explanation

.430

.188

.082

2.288

.022

260



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