An analysis of the expectations for success and failure in mathematics amongst year 5 pupils

Abstract

This study examined the expectations and attributions for success and failure in mathematical achievement related situations, according to Weiner's (1974) and Elig and Frieze's (1975) theories. A sample of 326 year 5 pupils, were asked to give (i) their personal expectations for their own performance across six different situations (ii) their expectations for the success or failure of four fictitious children: a high ability boy (Miguel), a high ability girl (Tracy), a low ability boy (Liam) and a low ability girl (Victoria). Each of these four fictitious children were depicted in four achievement related situations; a test, a teacher, a parent and a friend situation. Expectations for success/failure were collated by means of the questionnaire used by Said (1994) and by Said and Xerri (2005) in their studies. In general, teacher's expectations for the Mathematical performance of boys and girls were inconsistent with gender stereotypic beliefs boys were not expected to perform better than girls. A discrepancy was noted in the expectations of teachers for the low and high ability pupils respectively. Boys' and girls' expectations for the four fictitious children varied, whilst no differences were noted in the expectations of high and low ability pupils. Significant differences emerged in the attributions put forward by boys and girls respectively for the four fictitious children across all situations. Slight differences for the attributions put forward by high and low ability pupils were also noted. The dissertation ends with the recommandations for future studies.