We were involved in a research project commissioned by the National Science Foundation. The project’s objective was to explore the effect of motivation on students’ mathematics performance. The client, committed to advancing education and understanding the factors that influence academic achievement, wanted to investigate the role of motivation in mathematics performance using data from the Third International Mathematics and Science Study (TIMSS) conducted in 1999.
The project leveraged data from the TIMSS 1999 study, which included a diverse sample of 500,000 students from various participating countries. This dataset encompassed a wide range of grade levels, making it one of the most significant international assessments of student achievement in mathematics.
The hypotheses were as follows:
H1 – Intrinsic motivation positively influences mathematics performance, while external regulation impacts it negatively.
H2 – A positive mathematics self-concept significantly affects mathematics performance.
H3 – A positive mathematics self-concept significantly affects intrinsic motivation, affecting mathematics performance.
H4 – Autonomy support in the classroom significantly affects mathematics performance.
H5 – Autonomy support in the classroom significantly affects mathematics self-concept, affecting mathematics performance.
We adopted a comprehensive data analysis approach to evaluate the hypothesis. We performed Structural Equation Modeling (SEM) and Multilevel Path Modeling analyses using the statistical software Mplus. These analytical techniques thoroughly examined the relationships between motivation, mathematics self-concept, classroom autonomy support, and mathematics performance.
The outcomes of the analysis were illuminating. The research findings indicated several significant relationships among the variables under investigation. Intrinsic motivation positively influenced mathematics performance, while external regulation impacted it negatively. A positive mathematics self-concept significantly affected mathematics performance. A positive mathematics self-concept significantly affected intrinsic motivation, affecting mathematics performance. Autonomy support in the classroom significantly affected mathematics performance. Autonomy support in the classroom significantly affected mathematics self-concept, affecting mathematics performance.
The client derived valuable insights from this research endeavor. By understanding the significance of motivation in mathematics performance, the client gained actionable knowledge that could inform educational policies, teaching practices, and curriculum development. These findings emphasized fostering intrinsic motivation and a positive self-concept in mathematics education and creating supportive classroom environments.
In conclusion, this project, funded by the National Science Foundation, highlighted the pivotal role of motivation in mathematics performance among students. The insights gained from this research contributed to enhancing the understanding of factors influencing academic achievement, ultimately benefiting educators, policymakers, and students seeking to excel in mathematics education.
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