| Abstract: | After special training, 67 teachers of the third through sixth grades, with a total of 1853 pupils, each conducted an experience-based social studies program in his or her own class during the semester following the training. The program, the Mini-Society, requires considerable pupil autonomy. Half of the classes were taught by teachers with the highest success orientation toward teaching. These students showed significantly larger residual gains on perceived personal control of their own academic success and failure and on favorable attitude toward learning than did students in classes taught by the other half of the teachers, who were oriented more toward avoidance of failure in their teaching. |
