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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 0000-0001-5310-010X), Jiesi Guo (ORCID 0000-0003-2102-803X), Ronnel B. King, Frederick K. S. Leung
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
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Xiang+Hu%22">Xiang Hu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5310-010X">0000-0001-5310-010X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jiesi+Guo%22">Jiesi Guo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2102-803X">0000-0003-2102-803X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ronnel+B%2E+King%22">Ronnel B. King</searchLink><br /><searchLink fieldCode="AR" term="%22Frederick+K%2E+S%2E+Leung%22">Frederick K. S. Leung</searchLink>
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  Data: 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
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  Data: 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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  Data: 2026
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  Data: EJ1499546
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