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This research examined the process and conditions of social projection of biased ethnic attitudes to classmates in two samples of Grades 4-6 children (n = 342, Mage  = 10.75, SD = 0.98; 49% girls; and n = 525, Mage  = 10.49 years, SD = 0.96; 51% girls). Children reported on the ethnic group norm in their classroom and on their own ethnic attitudes. Multilevel analyses showed that ethnic majority (Studies 1 and 2) and ethnic minority (Study 2) children's norm perceptions were partly accurate as they not only reflected the aggregated attitudes in each classroom but also related to children's unique attitudes that indicated social projection. Projection was stronger for the most disadvantaged minority group and for children with less depressed affect. [ABSTRACT FROM AUTHOR]

The author aimed to explore primary pupils’ perceptions of learning and to what extent they perceive learning is important to them. Fifty-five primary school pupils in Istanbul and Canakkale (Turkey) were interviewed. To analyze the data, A. Strauss and J. Corbin's (1998) grounded theory methodology was followed. NVivo 7 (QSR, Australia) a software program for qualitative analysis, was also used during the analysis process. Research findings revealed that pupils who have a low-socioeconomic background have stated that learning is for a reason of employability. The interviews also revealed that many pupils associated learning with memorization and listening. This showed that they perceive learning as a passive transmission. [ABSTRACT FROM PUBLISHER]

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