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

52

Japanese participants is lower than that of students from other cultural backgrounds
(Bornstein, et al. 1998). A low degree of self-confidence can be seen even among
elementary-school children (Prime Minister’s Office, 1979). Bornstein, et al. (1998)
proposed that Japanese students’ low self-concept might be due to a cultural
background which values humility as opposed to self-confidence and avoids self-
assurance. Hess et al. (1986) found that Japanese mothers of pre-schoolers encourage
compliance, politeness and emotional maturity rather than social skills with peers and
verbal assertiveness.

Overall, these research findings indicate that conceptions of perceived self have cultural
differences. The independent view of self found in Western culture values individuals’
wholeness and uniqueness, aiming to actualise the ideal self. In this case, the degree of
pupils’ personal value for a task such as learning mathematics is mutually related to their
self-esteem. In contrast, the self-concept of Japanese participants is an interdependent
view of self, and is formed in relationship with particular others in specific contexts.
Although some research has reported that Japanese students’ self-concept is low
compared to the independent view of self, good relationships with peers, the teacher and
family member may have a positive effect on Japanese pupils’ self-esteem and promote
their motivation.

Classroom atmosphere and pupils’ attitudes towards learning

The evidence suggests that pupils’ perceptions of classroom atmosphere affect their
attitudes towards learning. Fraser (1986) identified five aspects of classroom
atmosphere as affecting pupils’ learning outcomes: satisfaction, ∞hesiveness, difficulty,
friction and competitiveness. His synthesis of the effects of classroom ethos on pupils’
learning outcomes indicated that satisfaction in classes is positively related with pupils’
attainments, while difficulties and friction in the classes are negatively related (Fraser, et
al., 1982a, 1982b). The relationship between cohesiveness and pupils’ attainments is
unclear, while competitiveness among pupils in the classroom can produce unfavourable
outcomes. His synthesis has not considered the effects of classroom ethos on pupils’
affective attitudes to learning.

52

<<   63   64   65   66   67   68   69   >>

More intriguing information