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



263

Table 7.5.5: The multiple correlation coefficient of stepwise multiple regression of 5th
grade teachers

Unstandardised
coefficient__________________

Standadised
Coefficients

t

Sig._________

B_________

Std-Error

Beta________

(Constant)_________________

- .827

.628

-1.317

.197

Improving General self-
concept___________________

.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
coefficient        _________

Standadised
Coefficients

t

Sig._________

B________

Std-Error

Beta________

(Constant)_________________

3.048

.600

5.079

.000

Improving General self-
concept___________________

.675

.106

.639

6.340

.000

Praise based on more effort
than others_________________

.121

.058

.180

2.094

.046

Sense of security promoted
by Individual work___________

-.199

.087

-.173

- 2.300

.029

Enjoyment promoted by

Individual work______________

- .359

.101       ^

- .276

- 3.568

.001

Sense of security promoted
by Whole-class discussion

-.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



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