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

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Question 3: Do teachers and pupils perceive that pupils’ attitudes to learning
mathematics are affected by pupils’ perceptions of self, their motivational orientation or
classroom ethos? Are there any differences in perceptions between groups?

In relation to pupils’ self-perceptions and motivation, the following will be considered.

• General self-concept and competence beliefs about mathematics

• Classroom ethos

• Attribution of perceived mathematics performance

• Goal-setting orientation

The following chapter will consider the research methods appropriate for answering
these questions.

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