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Teachers’ reported attempts to improve their pupils’ self-concept and classroom ethos
affected their perceptions of the impact and deployment of different teaching methods,
but the effect was limited compared with pupils’ responses. 5th grade teachers believed
that their attempts to improve their pupils’ self-concept and classroom ethos were related
to a wide range of teaching methods, while 8th grade teachers’ attempts to improve
classroom ethos related to a limited number of teaching methods, mainly individual
teaching methods. Attempts to improve pupils’ satisfaction were positively correlated
with their positive perceptions of Individual help. Agreement on using competition to
promote motivation was positively correlated with positive perceptions of Individual work.
Attempts to improve class cohesiveness were positively correlated to positive
perceptions of Whole-class discussion.
Satisfaction in mathematics classes was the strongest factor predicting mathematics
self-concept ofpupils, irrespective Oftheirage and perceived mathematics performance.
Pupils’ general self-concept, their perceptions of the extent to which teaching methods
could promote affective attitudes, attribution, and perceived classroom ethos all
predicted mathematics self-concept. The perceived frequency of teaching methods
predicted mathematics self-concept of 5th graders, especially those perceiving their
mathematics learning as successful, but not 8th graders. The variables were less
successful in predicting the self-concept of 5th graders perceiving their mathematics
learning as failing, but moderately successful in predicting the self-concepts of other
pupils. The variables were highly successful in predicting perceptions of teachers’
attempts to positively promote pupils’ mathematics self-concept. The extent of teachers’
attempts to promote pupils’ general self-concept was the strongest predictor, especially
at 5th grade. The effects of other factors were relatively weak.
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