Investigating the effect of intrinsic and extrinsic academic motivation on the performance of elementary education students at Farhangian University in basic mathematics

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Document Type : Original Article

Authors

1 Department of Mathematics Education, Faculty of Basic Sciences, Farhangian University, Tehran, Iran

2 Department of Educational Sciences, Faculty of Humanities, Farhangian University, Tehran, Iran

Abstract

Background and Objectives: The present study aimed to investigate the effect of intrinsic and extrinsic academic motivation on the performance of elementary education students in basic mathematics. Methods: The statistical population of the study included all undergraduate elementary education students at Farhangian University, and a sample of 348 people was selected by simple random method. Findings: The results of the study showed that there is a positive and significant correlation between all dimensions of intrinsic motivation (knowledge, achievement, experience) and academic performance in mathematics. Also, the "coherent" and "introjection" dimensions of extrinsic motivation also had a positive and significant relationship with academic performance. However, the results showed that intrinsic motivation has a stronger predictive role than extrinsic motivation in academic performance. Conclusion: In general, the findings of the study indicate that strengthening students' intrinsic motivation, especially the motivation to learn and acquire knowledge, can significantly help improve their academic performance in mathematics. These findings can form the basis for effective educational programs and teaching strategies that help strengthen both types of motivation in students.

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Journal of research in curriculum studies

Articles in Press, Accepted Manuscript
Available Online from 29 April 2025

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