AFFECTIVE FACTORS AND LEARNING-BEHAVIOR IN SECONDARY-SCHOOL MATHEMATICS AND ENGLISH LESSONS FOR AVERAGE AND LOW ATTAINERS

This study had two broad aims; firstly, to investigate the predictive relationships between i) overall subject affective factors (attitude a nd subjective norm), ii) specific lesson factors (behaviour intention, perceived preventive factors and self efficacy) and iii) learning beh aviour during lessons; and secondly, to investigate the consistency of these affective factors across English and maths, and whether there w ere differences between average and low attaining pupils in these affe ctive factors. Twenty-eight boys and girls, aged 11-14 years, in an in ner city comprehensive school were assessed for these factors in two s ubjects over two occasions. It was found that neither attitude nor sub jective norm were consistently predictive of intentions. The lesson sp ecific factors (behaviour intention, preventive factors and self effic acy), which were inter-related, were moderately predicted by past lear ning behaviour, and were each predictive of subsequent learning behavi our. Pupils were also consistent in their affective perspectives to le arning maths and English, though few differences were found between av erage and low attaining pupils. The significance of the findings is di scussed in terms of the theoretical links between self efficacy and re asoned action approaches, the context of assessment and the nature of behaviour intention.