263
Table 7.5.5: The multiple correlation coefficient of stepwise multiple regression of 5th
grade teachers
Unstandardised |
Standadised |
t |
Sig._________ | ||
B_________ |
Std-Error |
Beta________ | |||
(Constant)_________________ |
- .827 |
.628 |
-1.317 |
.197 | |
Improving General self- |
.731 |
.077 |
.794 ’ |
9.450 |
.000 |
Notion of friction_____________ |
.306 |
.101 |
.245 ~ |
3.042 |
.005 |
Sense of progress promoted by Practical work |
.254 |
.101 |
.203 |
2.515 |
.017 |
Motivation promoted by Practical work_______________ |
-.391 |
.094 |
-.358 |
-4.141 |
.000 |
Enjoyment promoted by Practical work_______________ |
.432 |
.143 |
.268 |
3.020 |
.005 |
The responses of 48 5th grade teachers were analysed. The Multiple R value was .907,
the adjusted R value was .795 (ANOVA: F=28.858, p<. 01) (see Table 7.5.5). The
responses of 42 8th grade teachers were analysed. Table 7.5.6 showed that the Multiple
R value was .924, and the adjusted R value was .822 (ANOVA: F=26.404, p<. 01) (see
Table 7.5.6).
Table 7.5.6: The multiple correlation coefficient of stepwise multiple regression of 8th
grade teachers
Unstandardised |
Standadised |
t |
Sig._________ | ||
B________ |
Std-Error |
Beta________ | |||
(Constant)_________________ |
3.048 |
.600 |
5.079 |
.000 | |
Improving General self- |
.675 |
.106 |
.639 |
6.340 |
.000 |
Praise based on more effort |
.121 |
.058 |
.180 |
2.094 |
.046 |
Sense of security promoted |
-.199 |
.087 |
-.173 |
- 2.300 |
.029 |
Enjoyment promoted by Individual work______________ |
- .359 |
.101 ^ |
- .276 |
- 3.568 |
.001 |
Sense of security promoted |
-.288 |
.100 ~ |
- .234 |
-2.891 |
.007 |
Improving pupils’ satisfaction___________________ |
.247 |
.102 |
.259 |
2.422 |
.022 |
The variables were highly successful in predicting teachers’ attempts to promote pupils’
mathematics self-concept, at both grades. In both cases, for 5th and 8th grade teachers,
the extent to which they attempted to enhance their pupils’ mathematics self-concept
was strongly predicted by the extent of their attempting to enhance pupils’ general self-
concept at both grades. The extent Ofteachers attempting to improve pupils’ satisfaction
in the classroom positively predicted enhancing pupils’ mathematics self-concept at 8th
263
More intriguing information
1. DEVELOPING COLLABORATION IN RURAL POLICY: LESSONS FROM A STATE RURAL DEVELOPMENT COUNCIL2. The name is absent
3. The name is absent
4. Midwest prospects and the new economy
5. On the origin of the cumulative semantic inhibition effect
6. The name is absent
7. The name is absent
8. Technological progress, organizational change and the size of the Human Resources Department
9. How to do things without words: Infants, utterance-activity and distributed cognition.
10. Large Scale Studies in den deutschen Sozialwissenschaften:Stand und Perspektiven. Bericht über einen Workshop der Deutschen Forschungsgemeinschaft