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ERIC Number: EJ1101422
Record Type: Journal
Publication Date: 2016-May-10
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1473-0111
EISSN: EISSN-1473-0111
Students' Extrinsic and Intrinsic Motivation Level and Its Relationship with Their Mathematics Achievement
Acar Güvendir, Meltem
International Journal for Mathematics Teaching and Learning, May 2016
This study focused on the extrinsic and intrinsic motivation levels of eighth grade students and its relationship with their mathematical achievement. The participants of the study included 6,829 students who took TIMSS in 2011 and 239 mathematics teachers. The data obtained from the student and teacher questionnaires that are included in the content of TIMSS exam were used. Two-level HLM was used to examine how students' mathematics achievement is related to their extrinsic and intrinsic motivation levels. One way ANOVA with Random effects, Means as Outcomes Regression Model, The Random Coefficient Regression Model were used in the two level HLM. The study results show that students' mathematics interest, self-efficacy, perceptions of mathematics, and the frequency of mathematics exams and teachers' interest in students at schools are related to mathematics achievement. The examination of the effect size of the variables particularly shows that intrinsic motivational variables have a stronger relationship with mathematics achievement than extrinsic motivational variables. The overall analysis of the study findings shows that mathematics achievement is related to both intrinsic and extrinsic motivational resources that need to be addressed by mathematics experts and teachers.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A