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

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 explore the effects of intrinsic and extrinsic academic motivation on the performance of elementary education students in basic mathematics. This research was applied in terms of purpose and was a correlational study in terms of methodology. Methods: The statistical population of the study included all undergraduate elementary education students at Farhangian University of North Khorasan (1200 individuals), from which a sample of 348 participants was selected using a simple random sampling method. Data were collected via the Academic Motivation Questionnaire (with confirmed validity and reliability) and the Standard Academic Performance Test. Findings: The results indicated that there was a positive and significant correlation between all dimensions of intrinsic motivation (knowledge, achievement, experience) and academic performance in mathematics. Additionally, some dimensions of extrinsic motivation, such as "coherence" and "introjection," also played a role, albeit with less influence than intrinsic motivation, on academic performance. Conclusion: Overall, the research findings suggest that enhancing students' intrinsic motivation, particularly the desire to learn and acquire knowledge, can significantly improve their academic performance in mathematics. These findings may serve as a foundation for effective educational programs and teaching strategies that aim to strengthen both types of motivation in students.

Keywords

References

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