EFFORT, ABILITY AND THE TEACHER - YOUNG CHILDRENS EXPLANATIONS FOR SUCCESS AND FAILURE

Forty-nine six and seven year-old children in eight Year I and Year 2 classes in London schools were asked a series of questions to probe th eir understanding of success and failure in relation to mathematics, p ainting, reading and 'getting on' with work. Responses were categorise d following, but modifying, Little (1985). Effort was the most commonl y cited reason for success/failure, and this echoed the teachers' emph asis in the classroom. Specific competence (being good at a particular activity) was the second most commonly cited, while general ability w as rarely mentioned. The role of the teacher in the child's success/fa ilure was also articulated: it was ranked third equal, but in terms of frequency was some way behind effort and competence. A powerful messa ge in these classrooms was that success and failure is linked with eff ort; the article concludes by arguing that a focus on effort alone, ho wever, is not sufficient to ensure progress and persistence.