Japanese Pupils’ Attribution of their Perceived Mathematics Performance and the Relationships Between their Attribution of Mathematics Performance and their Affective Attitudes Promoted by Different Teaching Methods

dc.creator	Tomomi Saeki
dc.date	2006-04-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:32Z
dc.date.available	2015-08-12T11:21:32Z
dc.identifier	1477-5557
dc.identifier	https://doaj.org/article/8ecb1e9b113b4d27bf9ad66c4a7a5e26
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29016
dc.description	This research used a questionnaire survey to explore the relationship between pupils’ attribution of their perceived mathematics performance and their affective attitudes towards mathematics learning as promoted by the different teaching methods they were exposed to in their mathematics classes. Both 5th and 8th graders attributed their success in learning mathematics to effort, although support from the teacher and support at home were also perceived as important factors in their success. The 5th graders and 8th graders overall gave effort-based attributions in the case of failure, while for 5th graders, ability was regarded as being as important as effort, in attributing failure in mathematics learning. Pupils who attributed their success in mathematics learning to effort, support at school and home, preferred teacher explanation and reading a textbook as learning strategies, while those attributing it to their ability preferred Individual work. Where pupils attributed success to luck, this seemed to have a negative effect on their affective attitudes towards mathematics learning as promoted by different teaching methods, while attributing failure to luck seemed to have positive effect. Attributing failure to poor teaching seemed to have a negative effect on their perception of teacher explanation. The relationships between pupil effort or ability based attributions of failure and their preference for different teaching methods were not clear. Adopting various teaching methods in mathematics classes would seem to support pupils who have different attribution styles.
dc.language	English
dc.publisher	Institute of Education, University of London
dc.relation	http://www.educatejournal.org/index.php?journal=educate&page=article&op=view&path%5B%5D=11
dc.relation	https://doaj.org/toc/1477-5557
dc.source	Educate~, Vol 2, Iss 1, Pp 47-63 (2006)
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Japanese Pupils’ Attribution of their Perceived Mathematics Performance and the Relationships Between their Attribution of Mathematics Performance and their Affective Attitudes Promoted by Different Teaching Methods
dc.type	article