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.