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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Many factors predicted the mathematics self-concept of 5^th graders perceiving their
mathematics learning as successful. This was also the case for 8^th graders, irrespective
of their mathematics performance. On the other hand, the number of factors predicting
5^th graders perceiving themselves as failing was fewer and less coherent. Satisfaction
was the strongest factor affecting pupils’ mathematics self-concept at both grades,
irrespective of perceived mathematics performance. General self-concept predicted
pupils’ mathematics self-concept positively, except in the case of 5^th graders perceiving
their mathematics learning as failing.

The extent to which pupils perceived that Individual work could promote positive
affective attitudes predicted mathematics self-concept positively. For 5^th graders
perceiving their mathematics learning as successful Individual help was seen as
promoting their motivation. However, for 8^,h graders perceiving their mathematics
learning as failing, the extent to which they perceived Individual help as promoting sense
of progress predicted their self-concept negatively. For 8^th graders perceiving their
mathematics learning as successful, the extent to which Practical work was perceived to
promote enjoyment predicted mathematics self-concept positively. For 8^th graders
perceiving their mathematics learning as failing, perceptions of the extent to which
Teacher explanation promoted motivation affected mathematics self-concept positively.

Perceived frequency of deployment of Teacher explanation and Whole-class discussion
predicted self-concept positively, while perceived frequency of deployment of Individual
help predicted it negatively for 5^th graders perceiving their mathematics learning as
successful. Perceived frequency of deployment of Reading a textbook positively
predicted mathematics self-concept of 5^th graders perceiving their mathematics learning
as failing. Pupils’ perceived frequency of deployment of any teaching method did not
predict mathematics self-concept for 8^th graders.

Attributing success in mathematics learning to ability predicted positively and attributing
it to luck negatively the mathematics self-concept of pupils perceiving their mathematics
learning as successful at both grades. Attributing it to teacher support predicted 5^th
graders’ mathematics self-concept negatively, but not that of 8^th graders. Attributing it to
task easiness predicted 8^th graders’ mathematics self-concept, but not 5^th graders’.

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