Effort, Ability and the Teacher: young children's explanations for success and failure

References

• Ames , C. 1992 . Classrooms: goals, structures and student motivation . Journal of Educational Psychology , 84 ( 3 ) : 261 – 271 .
   Web of Science ®Google Scholar
• Bennett , S. N. 1982 . “ Time to teach: teaching‐learning process in primary schools ” . In Pupil Behaviour and Performance: recent theory and research , Edited by: Wilkinson , W.J. and George , N.J. The University of Hull : Hull .
   Google Scholar
• Blatchford , P. 1996 . Pupils’ views on school work and school from 7 to 16 years . Research Papers in Education , 11 ( 3 ) : 263 – 288 .
   Google Scholar
• Bloom , B. S. 1976 . Human Characteristics and School Learning , New York : McGraw‐Hill .
   Google Scholar
• Broadfoot , P. , Osborn , M. , Gilly , M. and Brucher , A. 1994 . Perceptions of Teaching: primary school teachers in England and France , London : Cassell .
   Google Scholar
• Craske , M. L. 1988 . Learned helplessness, self‐worth motivation and attribution retraining for primary school children . British Journal of Educational Psychology , 58 : 152 – 164 .
   PubMed Web of Science ®Google Scholar
• Crocker , A. C. and Cheeseman , R. G. 1988a . Infant teachers have a major impact on children's self‐awareness . Children and Society , 2 : 3 – 8 .
   Google Scholar
• Crocker , A. C. and Cheeseman , R. G. 1988b . The ability of young children to rank themselves for academic ability . Educational Studies , 14 ( 1 ) : 105 – 110 .
   Web of Science ®Google Scholar
• Dweck , C. S. 1986 . Motivational processes affecting learning . American Psychologist , 41 : 1040 – 1048 .
   Web of Science ®Google Scholar
• Dweck , C. S. , Davidson , W. , Nelson , S. and Enna , B. 1978 . Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom: III. An experimental analysis . Developmental Psychology , 14 ( 3 ) : 268 – 276 .
   Web of Science ®Google Scholar
• Dweck , C. S. and Gilliard , D. 1975 . Expectancy statements as determinants of reactions to failure: sex differences in persistence and expectancy change . Journal of Personal and Social Psychology , 32 : 1077 – 1108 .
   Web of Science ®Google Scholar
• Gipps , C. 1996 . Assessment for the Millennium: form, function and feedback , London : Inaugural Lecture, Institute of Education, University of London .
   Google Scholar
• Gipps , C , McCallum , B. and Brown , M. 1996 . Models of teacher assessment among primary school teachers in England . The Curriculum Journal , 7 ( 2 ) : 167 – 183 .
   Google Scholar
• Griffiths , M. and Davies , C. 1993 . Learning to learn: action research from an equal opportunities perspective in a junior school . British Educational Research Journal , 19 ( 1 ) : 43 – 58 .
   Google Scholar
• Gurney , P. 1987 . Self‐esteem enhancement in children: a review of research findings . Educational Research , 29 ( 2 ) : 130 – 136 .
   Web of Science ®Google Scholar
• Leo , E. and Galloway , D. 1996 . Evaluating research on motivation: generating more heat than light? . Evaluation Research in Education , 10 ( 1 ) : 35 – 47 .
   Google Scholar
• Little , A. W. 1985 . The child's understanding of the causes of academic success and failure: a case study of British schoolchildren . British Journal of Educational Psychology , 55 : 11 – 23 .
   Web of Science ®Google Scholar
• Nicholls , J. G. 1984 . Achievement motivation: conceptions of ability, subjective experience, task choice, and performance . Psychological Review , 91 ( 3 ) : 328 – 346 .
   Web of Science ®Google Scholar
• Nicholls , J. G. and Miller , A. T. 1983 . The differentiation of the concepts of difficulty and ability . Child Development , 54 : 951 – 959 .
   Web of Science ®Google Scholar
• Pollard , A. 1990 . Towards a sociology of learning in primary school . British Journal of Sociology of Education , 11 ( 3 )
   Web of Science ®Google Scholar
• Pollard , A. 1996 . “ Playing the system: pupil perspectives of curriculum, assessment and pedagogy ” . In Teachers, Pupils and Primary Schooling , Edited by: Croll , P. London : Cassell .
   Google Scholar
• Pollard , A. , Broadfoot , P. , Croll , P. , Osborn , M. and Abbott , D. 1994 . Changing English Primary Schools? , London : Cassell .
   Google Scholar
• Pollard , A. , Thiessen , D. and Filer , A. , eds. 1997 . Children and their Curriculum. The perspectives of primary and elementary school children , London : Falmer .
   Google Scholar
• Reynolds , D. and Farrell , S. 1996 . Worlds Apart? a review of international surveys of educational achievement involving England , London : Ofsted .
   Google Scholar
• Tizard , B. , Blatchford , P. , Burke , J. , Farquhar , C. and Plewis , I. 1988 . Young Children at School in the Inner City , Hove : Lawrence Erlbaum .
   Google Scholar
• Tunstall , P. and GIPPS , C. 1996a . Teacher feedback to young children in formative assessment: a typology . British Educational Research Journal , 22 ( 4 ) : 389 – 404 .
   Google Scholar
• Tunstall , P. and Gipps , C. 1996b . ‘How does your teacher help you make your work better?’ Children's understanding of formative assessment . The Curriculum Journal , 7 ( 2 ) : 185 – 203 .
   Google Scholar
• Van Oudenhoven , J. P. and Siero , F. 1985 . Evaluative feedback as a determinant of the Pygmalion effect . Psychological Reports , 57 : 755 – 761 .
   Web of Science ®Google Scholar
• Watkins , D. A. and Biggs , J. B. 1996 . The Chinese Learner: cultural, psychological and contextual influences , Australia : Comparative Education Research Centre and The Australian Council for Educational Research Ltd, Hong Kong and Victoria .
   Google Scholar
• Weiner , B. 1979 . A theory of motivation for some classroom experiences . Journal of Educational Psychology , 71 ( 1 ) : 3 – 25 .
   PubMed Web of Science ®Google Scholar
• Weiner , B. 1994 . Integrating social and personal theories of achievement striving . Review of Educational Research , 64 ( 4 ) : 557 – 573 .
   Web of Science ®Google Scholar