Achievement in Mathematics: Effects of Academic Motivation, Mathematics Motivation, and Mathematics Engagement

Abstract

The present study employed a quantitative research design to explore the relationship among motivational, and engagement factors linked with the academic achievement in mathematics among the 8th grade students. The purpose was to determine how elementary school students' academic motivation, mathematics motivation, and mathematics engagement relate to each other and to their mathematical achievement. A sample of 30 mathematics teachers were selected to provide data about their students. Data about the motivations, engagement, and mathematical performance of 120 students (60 boys and 60 girls) were provided by their teachers.  The study evaluated the direct and indirect relationships between motivational and engagement factors and mathematics achievement using structural equation modeling. The findings indicate a strong correlation between academic motivation and mathematical performance through the chain mediation effect of math motivation and math engagement. The study also looked at how students' ages influenced the relationship between mathematical achievement and motivational factors, highlighting the need for teachers to pay closer attention to younger elementary students in order to help them convert from general motivation to math motivation. The results have implications for curriculum interventions that may improve mathematics education in teacher-training institutions as well as for the development of supportive learning environments that promote motivation and engagement in mathematics