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results. 8th graders more than 5,h graders perceived that their teachers adopted results-
based praise. They appreciated these forms of praise. These findings demonstrate
stronger incremental theories of intelligence for the older children which contrasts with
Western findings that older children are less likely to have incremental theories of
intelligence than younger children (Dweck et al., 1983, Dweck, et al. 1988).
Pupils’ self-reported mathematics performance decreased and reported difficulties
increased from 5th to 8th grades. Pupils’ satisfaction within the mathematics classroom
was not very high at either grade. 5th and 8th grade teachers’ perceptions of pupils’ self,
motivational orientation and classroom ethos were less different than their pupils.
Teachers of both grades believed that reducing pupils’ difficulties in mathematics
classes would lead to improvement of pupils’ satisfaction in the mathematics classes.
This relationship was not found in the pupils’ responses.
High frequency of deployment of most teaching methods and their positive effects were
perceived by pupils with higher general self-concept, higher perceived mathematics
performance, high satisfaction in class, high cohesiveness in class, and high levels of
frequency of teacher praise and appreciation of teacher praise. Responses to Using a
computerwere least affected by these factors at 5th grade. Traditional teaching methods
were more likely to be affected by these factors than recently developed teaching
methods at 8th grade. The strongest influences were satisfaction in the mathematics
class, perceived cohesiveness, perceived frequency of teacher praise and appreciation
of teacher praise. Pupils’ perceived difficulty in mathematics classes led to negative
responses regarding their perceived frequency of teaching methods and their effects on
attitudes.
Pupils’ attribution of success to effort and support from the teacher or at home was
positively related to their preference for Teacher explanation and Reading a textbook at
both grades and Whole-class discussion and Group discussion at 5th grade. Those
attributing their success to luck perceived less frequent deployment of all of the teaching
methods and less positive affective attitudes promoted by them than those who had
other attribution styles. In contrast, pupils’ attribution of failure to luck did not impact on
their perceptions of the deployment of different teaching methods or their effects
compared with other attribution styles. This supports Weiner’s (1974, 1986, 1992) theory
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