- Title: Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association
- Authors: Garon-Carrier et al
- Access the original paper here
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Paper summary
This longitudinal study investigated the relationship between intrinsic motivation and mathematics achievement in 1,478 Canadian children (grades 1-4). Researchers used cross-lagged models to analyze the data, revealing that prior achievement significantly predicted subsequent intrinsic motivation, but not vice-versa. This finding contradicts the commonly held belief that motivation directly impacts achievement. The study controlled for factors like cognitive abilities and gender, finding no significant gender differences in the observed pattern. The results challenge existing self-determination theory and highlight the importance of early mathematics achievement in shaping later motivation.
What are the key implications for teachers in the classroom?
The study suggests some key implications for teachers, particularly in the early elementary grades, regarding the relationship between intrinsic motivation and achievement in mathematics:
- Achievement Predicts Motivation: The study found that prior achievement in mathematics predicts later intrinsic motivation in mathematics, but not the reverse. This suggests that rather than focusing primarily on fostering intrinsic motivation as a means to improve math achievement, teachers should focus on creating opportunities for students to experience success in mathematics. When students experience success, their intrinsic motivation is likely to increase.
- Early Numeracy is Crucial: The study indicates that a student’s level of achievement in mathematics is fairly well established early in primary school and predicts later motivation. This underscores the importance of early intervention and assessment of numeracy skills to set a positive trajectory of achievement and motivation.
- Interventions should be approached cautiously: The study points out that while educational interventions often try to increase intrinsic motivation by promoting autonomy, these practices may not be the most effective approach in the early school years. The results of this study suggest that intrinsic motivation does not directly lead to higher achievement in mathematics.
- This means that while interventions might still improve intrinsic motivation, at a population level, intrinsic motivation does not “naturally” increase achievement.
- Teachers should also consider that the relationship between intrinsic motivation and performance in mathematics may differ based on a student’s ability level.
- The study suggests that future research should test if intrinsic motivation can be fostered in young children, and if so, to what extent and how it leads to increased achievement.
- Focus on Competence: According to Self-Determination Theory (SDT), intrinsic motivation is driven by the need for autonomy and competence. The study suggests that the typical learning environment in early mathematics may not be conducive to self-determined activity, and this may affect the relationship between intrinsic motivation and achievement. Teachers may want to consider how to create learning environments in which students feel a sense of competence, which could in turn lead to increased intrinsic motivation.
- Gender Differences: Although boys, on average, performed better and were more motivated than girls in early grades, the study found that the association between intrinsic motivation and achievement did not vary across gender. So, while there may be differences in mean scores between boys and girls, the overall pattern of achievement predicting later motivation is the same.
- Stability of Achievement: The study found that individual differences in math achievement were highly stable, while intrinsic motivation was more likely to change at school entry, becoming more stable later due to previous achievement. Teachers should recognize that early success in mathematics is crucial as it tends to have a lasting impact on both achievement and motivation.
In summary, rather than relying on the idea that fostering intrinsic motivation will naturally lead to achievement in math, teachers should focus on ensuring students experience success in mathematics, which is more likely to lead to increased motivation. The study emphasizes that early intervention and focus on achievement is especially important because math abilities are established early and impact later motivation..
Quote
Contrary to the hypothesis that intrinsic motivation drives achievement or that motivation and achievement entertain reciprocal influences over time, it is rather achievement that predicts later intrinsic motivation in mathematics during the primary school years
