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

Saved in:

Bibliographic Details
Title:	Achievement in Mathematics: Effects of Academic Motivation, Mathematics Motivation, and Mathematics Engagement.
Authors:	Kang, Muhammad Akhtar¹ dr.akhtar@hamdard.edu.pk
Source:	Bulletin of Education & Research. Dec2025, Vol. 47 Issue 3, p74-90. 17p.
Subject Terms:	Academic motivation, Mathematics students, Mathematical ability, Educational intervention, *Eighth grade (Education), Partial least squares regression, Quantitative research
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. [ABSTRACT FROM AUTHOR]
	Copyright of Bulletin of Education & Research is the property of Bulletin of Education & Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	05557747