The Relationship Between Learning Motivation and Academic Achievement of Mathematics Education Students in Ontario
Keywords:
learning motivation, academic achievement, mathematics education, Ontario universities, self-efficacyAbstract
This study examines the relationship between learning motivation and academic achievement among mathematics education undergraduate students at universities in Ontario, Canada. Understanding motivational factors influencing academic performance is essential for developing effective educational interventions and support systems that enhance student success in teacher preparation programs. Employing a correlational research design, this investigation surveyed 245 mathematics education majors from five Ontario universities using validated instruments measuring intrinsic motivation, extrinsic motivation, amotivation, and self-efficacy, while academic achievement was assessed through cumulative grade point averages and mathematics content course performance. Statistical analyses including Pearson correlation, multiple regression, and path analysis revealed significant positive relationships between intrinsic motivation and academic achievement (r = .54, p < .001), with self-efficacy serving as a significant mediating variable. Extrinsic motivation demonstrated moderate positive correlations, while amotivation showed strong negative associations with achievement. Gender and year of study emerged as significant moderating variables affecting motivation-achievement relationships. Findings highlight the critical importance of fostering intrinsic motivation and self-efficacy in mathematics teacher education programs through autonomy-supportive instruction, meaningful learning tasks, and targeted academic counseling interventions addressing motivational challenges.
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Copyright (c) 2025 Michael Nguyen, Hung Chi Mee, John Fule Hoo, Freedy Bagaswara
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