Motivation, Autonomy Support, and Mathematics Performance: A Structural Equation Analysis

We develop and test a model describing the effects of motivational resources and autonomy support on math performance. The model, based on Self-Determination Theory (SDT), incorporates the assumptions that intrinsic forms of motivation positively affect math performance, whereas external regulation (another form of motivation) negatively affects math performance. We also assume that math self-concept affects math performance, not only directly but also indirectly through the mediating variable of intrinsic motivation. Finally, we examine the effects on motivation and performance of one specific aspect of teacher behavior, namely autonomy support in the classroom. We hypothesize that autonomy support can affect math performance both directly and indirectly through the mediator of math self-concept. We tested this causal model using data from the Third International Mathematics and Science Study-Revised or TIMSS-R (1999) on the math performance of eighth-grade students in the USA. The results were consistent with the predictions of SDT. Both structural equation modeling and multilevel path modeling analyses confirmed that intrinsic motivation positively influences math performance, while external regulation negatively influences math performance. Also, a positive math self-concept significantly affects math performance both directly and indirectly through the mediator of intrinsic motivation. Finally, autonomy support in the classroom significantly affects math performance both directly and indirectly through the mediator of math self-concept Motivation and Autonomy Support

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