Elementary School Pupils' Beliefs About Practices for Motivating Pupils in Mathematics  

Oleh:

Nolen, Susan Bobbitt ; Nicholls, John G.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 63 (Nov. 1993), page 414-430.
Topik: motivation; educational theories; pupil; mathematics; practice; motivation

Ketersediaan

Perpustakaan PKPM Nomor Panggil: B13 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

Pupils in the second (N = 304) and fifth grades (N = 272) and their teachers (N = 35) rated the effectiveness of a variety of teacher strategies for motivating pupils to learn maths. Factor analysis indicated that older pupils made finder distinctions among types of strategy than did younger pupils. Second-graders endorsed most strategies, while fifth-graders were more selective, rejecting evaluative praise (e.g. 'Good boy'), teacher attributions of failure to low effort and of success to high ability. Teachers' ratings differed from pupils' for many strategies, there were no differences between teachers of second- and fifth-grade pupils. We discuss the implications of these results for the view of pupils as educational theorists, and for teachers wishing to engage pupils in democratic negotiation of classroom practices.

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