A Cultural Explanation of Motivation-Achievement Paradox in Math
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| Title: | A Cultural Explanation of Motivation-Achievement Paradox in Math |
|---|---|
| Language: | English |
| Authors: | Xiang Hu (ORCID |
| Source: | Educational Researcher. 2026 55(2):115-124. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Secondary Education |
| Descriptors: | Mathematics Education, Mathematics Achievement, Learning Motivation, Cultural Influences, Cross Cultural Studies, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Elementary Secondary Education, Mathematics Tests, Science Achievement, Science Tests |
| Assessment and Survey Identifiers: | Program for International Student Assessment, Trends in International Mathematics and Science Study |
| DOI: | 10.3102/0013189X251370677 |
| ISSN: | 0013-189X 1935-102X |
| Abstract: | Although math motivation is positively associated with math achievement, the pattern reverses at the country level such that societies with higher motivational levels show lower achievement. This motivation-achievement paradox has puzzled researchers, and existing explanations have failed to fully account for the phenomenon. We advance and test a cultural explanation of the paradox using two large-scale studies. Both studies found that long-term orientation was negatively associated with country-level motivational factors but positively associated with national achievement (i.e., confounded the relationship between country-level motivation and achievement). When controlling for long-term orientation, the negative association between country-level motivation and achievement became nonsignificant. Our research highlights the importance of national culture, particularly long-term orientation, in shaping students' motivational process and academic performance. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499546 |
| Database: | ERIC |
| Abstract: | Although math motivation is positively associated with math achievement, the pattern reverses at the country level such that societies with higher motivational levels show lower achievement. This motivation-achievement paradox has puzzled researchers, and existing explanations have failed to fully account for the phenomenon. We advance and test a cultural explanation of the paradox using two large-scale studies. Both studies found that long-term orientation was negatively associated with country-level motivational factors but positively associated with national achievement (i.e., confounded the relationship between country-level motivation and achievement). When controlling for long-term orientation, the negative association between country-level motivation and achievement became nonsignificant. Our research highlights the importance of national culture, particularly long-term orientation, in shaping students' motivational process and academic performance. |
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| ISSN: | 0013-189X 1935-102X |
| DOI: | 10.3102/0013189X251370677 |
