The Relationships Between Motivational Factors and Mathematics Achievement: Multilevel Structural Equation Modeling With NAEP 2019

• In Event: Play, Motivation, and Engagement in Math Learning

Abstract

The study investigates mathematics self-efficacy's role in the motivational process and mathematics achievement, using NAEP 2019 data. Two-level structural equation modeling was used to compare the hypothesized model across ethnic groups in Grades 4, 8, and 12. Results show that mathematics self-efficacy mediates relationships between mastery-approach goals, performance-approach goals, interest, and mathematics achievement. Students' persistence in learning also mediates the link between mathematics self-efficacy and achievement. School locale and underrepresented student percentage significantly impact mathematics achievement. The model explains relationships for both underrepresented and non-underrepresented students with slight path differences across grades. The study emphasizes mathematics self-efficacy's critical role in motivation and achievement and offers implications for enhancing mathematics achievement from a self-efficacy perspective.

Authors

• Yao Yang, Purdue University

• Yukiko Maeda, Purdue University