Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students

Author:

Xia Qi1ORCID,Yin Hongbiao1,Hu Ruonan2,Li Xiuhan3,Shang Junjie2

Affiliation:

1. Faculty of Education, The Chinese University of Hong Kong, Hong Kong SAR, China

2. Graduate School of Education, Peking University, Beijing, China

3. Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China

Abstract

Student motivation and engagement have been complex issues in basic mathematics education. Based on the theory of Motivation and Engagement Wheel, this study examined the relationships among student motivation, engagement, and mathematics achievement. A sample of 1,538 Chinese primary school students participated in the survey, and motivation and engagement were assessed through their responses to the Motivation and Engagement Scale. The results largely confirmed the hypothesized relationships between motivation, engagement, and mathematics achievement. Some consistent patterns of individual differences related to gender and grade level were also revealed. Cluster analysis revealed that the category of “struggling students” showed high levels of adaptive engagement in learning, but their mathematics scores were still low, which may be correlated to their high level of maladaptive motivation and engagement. These findings provide implications for developing a more comprehensive knowledge of the nature of students’ mathematics learning motivation and improving their engagement in mathematic learning.

Funder

General Research Fund of Hong Kong SAR

Yuyue Educational Development Foundation of Peking University

Publisher

SAGE Publications

Subject

General Social Sciences,General Arts and Humanities

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