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  • Motivation and mathematics achievement: a Vietnamese case study

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    Nguyen516687-Published.pdf (545.0Kb)
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    Version of Record (VoR)
    Author(s)
    Tran, LT
    Nguyen, TS
    Griffith University Author(s)
    Nguyen, Tuan Son
    Year published
    2021
    Metadata
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    Abstract
    Motivation is key to engaging students in studying mathematics and in improving their mathematics achievement. Although the related literature has explored the correlation between motivation and mathematics achievement, a research gap remains in terms of the empirical testing of these variables in the context of mathematics education in Vietnam. Thus, the current study aims to fill this gap by empirically testing the correlation between mathematics motivation and mathematics achievement among high school graduate students in Vietnam, using a quantitative approach to test hypotheses. The study adopted the Academic Motivation ...
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    Motivation is key to engaging students in studying mathematics and in improving their mathematics achievement. Although the related literature has explored the correlation between motivation and mathematics achievement, a research gap remains in terms of the empirical testing of these variables in the context of mathematics education in Vietnam. Thus, the current study aims to fill this gap by empirically testing the correlation between mathematics motivation and mathematics achievement among high school graduate students in Vietnam, using a quantitative approach to test hypotheses. The study adopted the Academic Motivation Toward Mathematics Scale for collecting data from students and received 680 responses. The main study findings are that amotivation negatively correlates with mathematics achievement, whereas introjected regulation, identified regulation and intrinsic motivation positively correlate with mathematics achievement. These findings provide a strong theoretical foundation for improving mathematics achievement by encouraging teachers to improve motivational conditions in mathematics classes in Vietnam.
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    Journal Title
    Journal on Mathematics Education
    Volume
    12
    Issue
    3
    DOI
    https://doi.org/10.22342/JME.12.3.14274.449-468
    Copyright Statement
    © The Author(s) 2021. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
    Subject
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/409211
    Collection
    • Journal articles

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