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

Source abstract

For the current study, a quantitative research design was used to examine the relationships among motivational and engagement factors associated with academic achievement in mathematics among Grade 8 students. The purpose was to determine how students' academic motivation, mathematics motivation, and mathematics engagement relate to each other and to their mathematical achievement. A sample of 30 mathematics teachers was selected from private schools in Karachi to provide data about their students. These teachers provided data about the motivations, engagement, and mathematical performance of 120 students (60 boys and 60 girls) using a structured questionnaire. The study evaluated the direct and indirect relationships between motivational and engagement factors and mathematics achievement using partial least squares structural equation modeling (PLS-SEM). The findings indicate a strong correlation between academic motivation and mathematical performance through the chain mediation effects 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 Grade 8 students in order to help them transform from general motivation to mathematics 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.