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Pupils at both ages held perceptions of moderate levels of cohesiveness in class.
Friction in classrooms was negligible. Perceived competitiveness decreased in 8th grade.
Pupils’ perceptions of self, and some aspects of classroom ethos were correlated; some
highly, others moderately. Pupils’ mathematics self-concept and perceived mathematics
performance were highly correlated, while their general self-concept was moderately
correlated with their mathematics self-concept and perceived mathematics performance
at both grades. Satisfaction in mathematics classes and perceived cohesiveness were
moderately correlated at both grades. Friction and competitiveness were moderately
correlated at 5th grade, but not at 8th grade.
Pupils’ perceived frequency of teacher praise was relatively highly correlated with types
of teacher praise in an integrated way. 5th graders seemed to appreciate teacher praise
based on results when they perceived that their teacher tended to adopt this kind of
praise, while 8th graders had a more integrated appreciation. This might indicate that 5th
graders have not developed abilities to evaluate themselves based on comparisons with
others, but that they might come to be conscious about comparisons with others when
they perceive that their teachers encourage them to do so.
Teachers of both age groups reported that they attempted to enhance pupils’ general
self-concept and mathematics self-concept sometimes; their attempts to enhance these
two aspects of self-concept were correlated. Effort-based attribution of pupils’ success
and failure was found in teachers at both grades. Teachers of both age groups reported
attempting to improve satisfaction and cohesiveness and reduce difficulties in
mathematics classes sometimes. They hardly ever noted friction and slightly disagreed
that competition could be used for the promotion of pupils’ motivation to learn
mathematics. Their attempts to improve satisfaction and their attempts to reduce
difficulties were moderately correlated. Teachers of both age groups focussed on an
enhancement of effort in pupils.
The difference in perceptions of the teacher groups was relatively smaller than that of
the pupils’. 5th grade teachers’ attempts to improve cohesiveness and satisfaction, and
improve cohesiveness and reduce difficulties were correlated. These correlations were
not found in 8th grade teachers. 5th grade teachers reported that they praised their pupils
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