Motivation and Mathematics Achievement

In recent years, there has been much interest §regarding motivation and its effect on achievement §patterns. When students enjoy learning, they are §more likely to show interest, value, and effort §toward achievement, perform well, and persist in §school (e.g., Vallerand et al., 1989). The purpose §of the study is to develop and test a model, based §on Self-Determination Theory (SDT). The model §incorporates the assumption that intrinsic §motivation positively affects math performance, §whereas external regulation negatively affects math §performance. It is assumed that math self-concept §affects math performance both directly and §indirectly through the mediating variable of §intrinsic motivation. Finally, autonomy support can §affect math performance both directly and indirectly §through the mediator of math self-concept. §Consistent with the predictions of SDT, when §teachers support autonomy of students in the §classroom, they provide a classroom climate that §fosters math achievement. As teachers try to support §students competencies, they are more likely to §foster students self-perceptions of competence, §which, in turn, promotes math achievement.