The moderating role of task type between intrinsic motivation and math achievement: A study of individual exams and group assignments

In this study, we aim to discover unique and relative associations among eighth-grade students’ motivational constructs (intrinsic and extrinsic motivation and mathematics self-concept), their expectations, social expectations (student perception of teacher treatment, school teacher expectations, and parent expectations), and mathematics achievement using Trends in International Mathematics and Science Study 2015 dataset. We analyzed direct and indirect relationships between these constructs using structural equation modeling on the Turkey portion of the dataset (N=6,079; 2,933 female and 3,123 male). We found that intrinsic motivation, mathematics self-concept, student expectation, parent expectations and SES significantly predicted mathematics achievement. Teacher treatment predicted mathematics self-concept and mathematics self-concept predicted student expectation. We also found that student expectation and parent expectations partially mediated the relationship between SES and mathematics achievement and mathematics self-concept fully mediated the relationship between teacher treatment and mathematics achievement. We did not find evidence for the achievement gap between female and male students. However, female students are found to be more extrinsically motivated than male students; female expectations are higher; and their mathematics self-concept is less than that of male students. Based on our findings, interventions targeting associations among these cognitive and non-cognitive elements—specifically the mediation role of student motivation and expectation on the relationship between social expectations and mathematics achievement—can contribute to future research toward creating a more feasible and low-cost educational context toward improving mathematics achievement using a more comprehensive approach.

Research has established that academic intrinsic motivation, enjoyment of school learning without receipt of external rewards, significantly declines across childhood through adolescence. Math intrinsic motivation evidences the most severe decline compared with other subject areas. This study addresses this developmental decline in math intrinsic motivation, and also serves as a resource for applied researchers by providing exemplary illustrations of approaches to longitudinal modeling. Using a multivariate latent change model, the longitudinal relationship between academic intrinsic math motivation and math achievement among participants (n = 114) aged 9—17 years was examined to explain this motivational decline. On average, both math motivation and achievement decreased over time. This study reveals that math achievement is a significant contributor to the developmental decline in intrinsic math motivation from childhood through adolescence. In addition, academic intrinsic math motivation was found to be related to initial and later levels of mathematics achievement. These findings enhance understanding of developmental processes whereby early motivation and achievement are related to subsequent declines in mathematics.

본 연구에서는 PISA 2012의 자료를 가지고 우리나라 학생들의 내재동기, 끈기, 수학성취의 관계를 알아보았다. 연구가설로 먼저 내재동기는 직접적으로 그리고 끈기를 통해 간접적으로 수학성취에 영향을 줄 것으로 가정하였으며, 또한 내재동기가 수학성취를 예측하는 경로에서 수업참여가 조절효과를 가질 것으로 가정하였다. 위계적 회귀분석 결과와 조건부 효과를 확인한 결과 내재동기가 높을수록 끈기와 수학성취가 높아지는것을 확인하였고, 끈기는 내재동기와 수학성취를 유의하게 매개하고 있었다. 또한 수업참여는 주효과 외에도 상호작용 효과가 유의하게 나타나, 내재동기가 끈기를 예측할 때와 내재동기가 끈기를 통해 수학성취를 예측할 때 모두 유의한 조절효과를 보이고 있었다. 구체적으로 수업참여가 높은 학생들은 내재동기가 높아질수록 더 높은 끈기 수준을 보였으며, 수업참여가 높은 학생들보다는 낮은 학생들에게서 내재동기의 수학성취에 대한 효과가 더 크게 나타났다. 마지막으로 끈기의 조절된 매개지수 역시 통계적으로 유의하게 나타났으며, 조건부간접효과를 분석한 결과 내재동기와 수학성취의 사이에서 끈기의 조건부 간접효과는 수업참여의 수준이 평균이상이 될수록 높아짐을 확인하였다.This study was to investigate the relationship among intrinsic motivation, perserverance, and math achievement using PISA 2012. I hypothesized that intrinsic motivation would predict math achievement directly and indirectly via perseverance. I also hypothesized classroom engagement would moderated the relationship between intrinsic motivation, perseverance, and math achievement. Results of hierarchical regression and analysis of conditional effects showed that when intrinsic motivation increased, perseverance and math achievement significantly increased, and perseverance significantly mediated between intrinsic motivation and achievement. Main effect and interaction effect of classroom engagement were also found to be statistically significant, meaning that engagement positively predicted achievement and moderated the relationship between motivation and achievement. Specifically, students with higher engagement level were more likely to demonstrate higher perseverance when intrinsic motivation increased. However, the effect of intrinsic motivation on achievement was greater for students with lower classroom engagement. Finally, the index of moderated mediation of perseverance was statistically significant, and conditional indirect effect of perseverance was significant only for students with mean and mean plus 1SD level of classroom engagement.

According to self-determination theory, teachers’ autonomy support is an effective approach to motivate students to learn. Longitudinal studies are necessary to clear up the relation between students’ perception of teacher autonomy support and students’ achievement in mathematics. The present study investigated the effect of teachers’ autonomy support on students’ maths achievement over three years using a longitudinal survey in Chinese elementary schools. Structural equation modelling was employed to explore the complex mechanism of autonomy-supportive teaching on students’ mathematics achievement. The results show that teachers’ autonomy support can satisfy students’ psychological needs, which can enhance their motivation and ultimately positively related with their mathematics achievement. It is worth noting that the students’ satisfaction of psychological needs for autonomy and intrinsic motivation have not only a direct effect but also lagged effect. These findings have theoretical and practical significance for mathematics teaching.

Competence beliefs and perceived ability evaluations: How do they contribute to intrinsic motivation and achievement?

In learning any language, speaking plays an essential part in language acquisition. This has been a problematic issue as language teachers aspire to improve students’ communicative skills through the use of different techniques such as role play, discussions, simulations among others or by improving students’ vocabulary and pronunciation. The study sheds light on the importance of intrinsic and extrinsic motivation in teaching speaking in an English speaking class where English is taught as a foreign language for specific purposes such as business English, aviation English training among others and whether motivation is linked to academic, linguistic and socio-cultural factors. The importance of developing speaking skills in these specific situations has a great impact on students’ academic, social and professional development. Our study investigated The University of Balamand (hereafter UoB) 72 diverse participants from different majors who were divided between sophomore, junior and senior students on the one hand and the students’ gender on the other. The reason behind this division was to test both intrinsic and extrinsic motivation and which group is more motivated. SPSS statistical analyses show a variation in the results between the two groups. The test revealed (1) that there was a significant, positive and small to medium correlation between extrinsic and intrinsic motivation and academic factors, (2) non-significant correlation between extrinsic and intrinsic motivation and linguistic factors indicating that motivation is not related to linguistic factors and (3) significant, positive and medium to large correlation between extrinsic and intrinsic motivation and socio-cultural factors.

PurposeThis paper aims to explore the complex relationships between intrinsic and extrinsic motivation, pay satisfaction and job satisfaction at the retailer that uses a pay‐for‐performance plan for front‐line employees.Design/methodology/approachThis paper draws on a single organization case study across seven stores, and uses a survey, archival documents, open‐ended questions and researcher interaction with employees and managers.FindingsThe results provide some support for the complementary nature of intrinsic and extrinsic motivation. Intrinsic motivation was positively associated with pay and job satisfactions, whereas extrinsic motivation was negatively associated with job satisfaction, and not associated with pay satisfaction. The qualitative insights indicate that pay fairness is important, and those who perceived pay was not fair generally made comparisons with others or felt that pay did not reflect their effort. It is also found that the majority of employees perceived that goals were clear.Research limitations/implicationsThe dominance of extrinsic motivation without including behavioural, social, and psychological factors in agency theory research is questioned. The research finds no support for “crowding out”, but rather finds some evidence of “crowding in” where intrinsic motivation is enhanced, to the detriment of extrinsic motivation.Practical implicationsThe findings highlight that managers should enhance both intrinsic and extrinsic motivation, and pay employees well to increase job satisfaction.Originality/valueFew studies examine incentives for front‐line employees, and there is evidence that minimum wage employees can have high intrinsic motivation. Perceptions of pay fairness can vary across motivation levels, age, and gender.

It has been suggested that students with growth mindsets are more likely to achieve better mathematics learning results than their counterparts with fixed mindsets. However, inconsistent and some even contradictory results have been reported in recent studies which examined the associations between growth mindset and mathematics achievements, suggesting the complexity regarding the effects of growth mindset on academic achievements. This study aims to examine students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements in one model to capture the sophisticated functioning processes of growth mindset. A total number of 266 middle school students in China participated in this study. Students' mindset and related variables (i.e.,motivations to learn mathematics, attributions of failure in mathematics, mathematics anxiety, mathematics self-efficacy) were measured at year 7, the first year of junior middle school in China. These students' mathematics learning outcomes were tracked from year 7 to year 9, the end of junior middle school. Structural equation modeling (SEM) was used to investigate the relations among students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements. The results show that: (1) growth mindset doesn't directly predict mathematics achievements; (2) growth mindset indirectly influences mathematics achievements through intrinsic motivation; (3) failure attributions and mathematics self-efficacy sequentially mediate the association between growth mindset mathematics achievements; (4) failure attributions and mathematics anxiety sequentially mediate the relationship between growth mindset mathematics achievements. The results of this study contribute a better understanding about how growth mindsets make impacts on middle school students' mathematics achievements. These findings have important implications for mathematics education in that we could not simply cultivate students' growth mindset in schools with expectations of higher mathematics learning outcomes. Instead, along with the growth mindset intervention, it is fundamental to make interventions on students' intrinsic motivation, failure attribution, mathematics self-efficacy, and mathematics anxiety in mathematics teaching and learning.

Intrinsic motivation, favorability, time management, and achievement: A cross-lagged panel analysis

Although intrinsic motivation is often viewed as preferable to more extrinsic forms of motivation, there is evidence that the adaptiveness of these motivational states depends on the nature of the task being completed (e.g., Cerasoli et al., 2014). Specifically, research suggests task-motivation fit such that intrinsic motivation tends to benefit performance on open-ended tasks (tasks that involve qualitative performance assessment; e.g., creative writing) and extrinsic motivation benefits performance on closed-ended tasks (tasks that involve quantitative performance assessment; e.g., multiple choice). We examined people's metamotivational beliefs about intrinsic and extrinsic motivation in the context of this task-motivation fit. Across 11 studies (seven primary, four supplemental; N = 3,544), participants provided beliefs about the utility of different types of motivation-regulation strategies: strategies that enhance one's interest and enjoyment in a task versus strategies that focus on the value associated with task outcomes (self-relevance strategies and reward strategies). Across all studies, participants recognized that the adaptiveness of these strategies depends on the nature of the task being completed. Consistent with an understanding of normative task-motivation fit, participants generally reported that interest-enhancing strategies were more useful for open-ended tasks and that reward strategies were more useful for closed-ended tasks; however, in some studies, participants reported that reward strategies were equally useful across task types (Studies 2, 3, and 5). More normatively accurate beliefs were associated with more normatively accurate consequential behavioral choices (Study 6) and better task performance (Study 7). We discuss the implications of these results for theories of motivation and self-regulation. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Background: The transition from college to the professional world is a critical phase in an individual's life, particularly for Generation Z (born between 1997 and 2012), who navigate a unique set of challenges and opportunities. As the first generation to grow up immersed in digital technology, their career decision-making processes are influenced by globalization, technological advancements, and evolving societal norms. While college education plays a vital role in preparing them for the workforce, factors such as economic uncertainty, intrinsic and extrinsic motivations, and evolving job markets significantly impact their career trajectories. Objective: This study aimed to explore how college education shapes the career decision-making process for Generation Z. Specifically, it examined the role of academic experiences, experiential learning opportunities, intrinsic and extrinsic motivations, and challenges in preparing Gen Z for non-linear, purpose-driven career paths. Methodology: A mixed-methods research design was employed, integrating quantitative surveys of 315 Generation Z college students and qualitative interviews with 20-30 participants. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to thematic analysis to identify patterns and insights. Results: The findings revealed that academic programs (78% influence), mentorship (82%), internships (79%), and technological skills (68%) were critical factors in shaping career decisions. Intrinsic motivations, such as passion for meaningful work (71%), outweighed extrinsic factors, though economic stability (59%) and familial expectations (55%) also played significant roles. Challenges, including economic uncertainty (62%) and the evolving job market (64%), emerged as barriers to informed decision-making. Findings: The study emphasized the pivotal role of college education in preparing Generation Z for the modern workforce. Academic institutions were found to influence career readiness through practical curricula, mentorship, and skill-building programs. However, the findings highlighted the need for tailored career guidance to address Gen Z's unique aspirations and challenges. The integration of digital tools and personalized support systems was identified as critical to enhancing their career preparedness.

In China, secondary school students studying at the vocational stream often struggle to keep up with English language learning. This study investigates the relationship between two types of motivation – extrinsic and intrinsic – towards the English language test performance of students from a secondary vocational school in Chongqing, China. A mixed-method research design was employed via a survey and a semi-structured interview. A total of 212 second-grade students at randomly selected secondary vocational schools completed the questionnaire. A correlational analysis was performed to discover if there was a relationship between students’ extrinsic and intrinsic motivation towards their English performance. The results reveal that the intrinsic motivation was strongly correlated with the students’ English performance with r=0.216, p0.05, while the extrinsic motivation showed zero association with the students’ English performance with r=0.125, p0.05. A multiple linear regression analysis was also conducted to investigate the extent that students’ intrinsic and extrinsic motivation predicted their English performance. However, the findings showed that the prediction was only 4.7%. To understand more about the explanation of the findings, a total of 12 students were then interviewed voluntarily. The interview results reveal three themes revolving around the students’ cognitive, affective and social domains in their learning environment. The findings from this study would inform stakeholders to improve the existing teaching and learning models in improving students’ motivation towards English language learning, specifically in the China context.

The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement

This longitudinal study examined how academic self-efficacy, intrinsic motivation, and participation in an after-school program contributed to the academic achievement of Latino middle school students over the course of one school year. Participants were 47 Latino students in sixth through eighth grades who attended two public middle schools in which an after-school program was held that was specifically for Latino students. Results from ordinary least squares regression revealed that intrinsic motivation was positively associated with students GPAs, self-efficacy was a positive predictor of students’ school attendance and standardized math achievement scores, and attendance at the after-school program also contributed positively to students’ math achievement. Results from multilevel growth modeling showed that students’ self-efficacy and intrinsic motivation remained stable across the school year and were not related to students’ degree of participation in the after-school program. Several avenues for future research within the Latino student population are discussed.

The present research seeks to utilize Implicit Theories of Intelligence (mindsets) and Achievement Goal Theory to understand students’ intrinsic motivation and academic performance in mathematics in Singapore. 1,201 lower-progress stream students (596 males, 580 females, 25 missing data), ages ranged from 13 to 17 years (M = 14.68 years old, SD = 0.57), from 17 secondary schools in Singapore took part in the study. Using structural equation modeling, results confirmed hypotheses that incremental mindset predicted mastery-approach goals and, in turn, predicted intrinsic motivation and mathematics performance. Entity mindset predicted performance-approach and performance-avoidance goals. Performance-approach goal was positively linked to intrinsic motivation and mathematics performance; performance-avoidance goal, however, negatively predicted intrinsic motivation and mathematics performance. The model accounted for 35.9% of variance in intrinsic motivation and 13.8% in mathematics performance. These findings suggest that intrinsic motivation toward mathematics and achievement scores might be enhanced through interventions that focus on incremental mindset and mastery-approach goal. In addition, performance-approach goal may enhance intrinsic motivation and achievement as well, but to a lesser extent. Finally, the study adds to the literature done in the Asian context and lends support to the contention that culture may affect students’ mindsets and adoption of achievement goals, and their associated impact on motivation and achievement outcomes.