The Relationship Between Self-Determination Emotional Intelligence Towards Achievement Motivation in Mathematics

Abstract

The importance of Mathematics in the field of Science and Technology is indisputable. Moreover, Mathematics' achievement is often associated with educational quality. The Program for International Student Assessment (PISA, 2012) reported that Malaysia has scored below the international average as indicated by the organization for Economic Cooperation and Development (OECD) average for Mathematics subject and this has placed Malaysia in 52nd. This score left Malaysia behind the neighboring countries likes Singapore, Thailand and Vietnam. Lack of motivation often causes students to make a minimum effort on their work. Moreover, Mathematics is always being perceived as difficult, abstract, boring and full of formulae. This existing notion since childhood indirectly affect their emotions when they step on more challenging primary and secondary school. It led students to be less determined and have low academic achievement. The main objective of this study is to identify students' self-determination, emotional intelligence and achievement motivation' s level in Mathematics. This study also examines the relationship between the level of students' self-determination, emotional intelligence and their achievement motivation in Mathematics. 186 students that are currently in Science Stream participated in the study. This quantitative study used questionnaire and data were then analyzed by using SPSS software. The findings revealed that students have moderate self-determination's level but higher in both autonomous and controlled regulation. They were also having higher emotional intelligence's level in Mathematics. Nevertheless, students were found to have moderate level of achievement motivation in Mathematics. There is a significant with negative and weak relationship between students' self-determination and achievement motivation in Mathematics. There is significance and positive moderate relationship between students' autonomous and controlled regulation with achievement motivation. The analysis also shows that there is a significant but moderate relationship between emotional intelligence and achievement motivation in Mathematics. The findings reflect that students either in controlled regulation (less determined) or autonomous regulation (high determined) have natural desire to get good achievement in learning Mathematics. They have internal insistence with the goal of achieving satisfaction and for success in individual activities. In fact, students are aware of themselves, know to regulate their behavior and self -motivated to acquire satisfaction in Mathematics. The study will provide an implication to various parties especially the school and teachers so as not to neglect the importance of learning environment that support students' self-determination, emotional and motivational development.