Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers

Abstract

This study had two broad aims; firstly, to investigate the predictive relationships between i) overall subject affective factors (attitude and subjective norm), ii) specific lesson factors (behaviour intention, perceived preventive factors and self efficacy) and iii) learning behaviour during lessons; and secondly, to investigate the consistency of these affective factors across English and maths, and whether there were differences between average and low attaining pupils in these affective factors. Twenty-eight boys and girls, aged 11-14 years, in an inner city comprehensive school were assessed for these factors in two subjects over two occasions. It was found that neither attitude nor subjective norm were consistently predictive of intentions. The lesson specific factors (behaviour intention, preventive factors and self efficacy), which were inter-related, were moderately predicted by past learning behaviour, and were each predictive of subsequent learning behaviour. Pupils were also consistent in their affective perspectives to learning maths and English, though few differences were found between average and low attaining pupils. The significance of the findings is discussed in terms of the theoretical links between self efficacy and reasoned action approaches, the context of assessment and the nature of behaviour intention.