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that ascribing positive outcomes to external causes affects academic concepts
negatively, but ascribing negative outcomes to external causes does not affect pupils’
academic concepts. Pupils attributing their failure to lack Ofteacher support did not value
Teacher explanation as promoting positive affective attitudes. For pupils who are not
satisfied with teacher’s support, a method dominated by the teacher’s input may not be
well received ortrusted.
5th grade teachers believed that their attempts to improve pupils’ self-concept and
classroom ethos were related to a wide range of teaching methods, while 8th grade
teachers’ attempts to improve classroom ethos were related to a limited number of
teaching methods, mainly individual teaching methods.
The results of the multiple regression of pupil data suggested that pupils’ satisfaction in
mathematics classes was the strongest factor predicting the mathematics self-concept of
pupils, irrespective of their age and perceived mathematics performance. Pupils’
satisfaction in mathematics classes was moderately correlated with cohesiveness in the
class. Pupils’ general self-concept, their perceptions of the extent to which different
teaching methods could promote their affective attitudes, their attributions, and
perceived classroom ethos all predicted their mathematics self-concept. A multiple
regression using the teacher data showed that 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.
Teachers believed overwhelmingly that effort was the key to pupils doing well. 8th
graders demonstrated an incremental theory of intelligence; they attributed success to
effort and believed that their effort was reflected in their results. 5th graders also
attributed their success to effort, while parental and teacher support were also factors.
Pupils who perceived themselves as failing at mathematics generally attributed this to
lack of effort although at 5th grade lack of ability was perceived as a key factor. Pupils’
attribution of success to effort and support from teacher was related to their preference
of Teacher explanation and Reading a textbook, while their attribution of success to
ability and task easiness was related to their preference for Individual work.
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