Predictors of instrumental motivation for mathematics in Pisa 2012. The role of gender, self-concept, helplessness, negative emotions, worries and intrinsic motivation
Predictors of instrumental motivation for mathematics in Pisa 2012. The role of gender, self-concept, helplessness, negative emotions, worries and intrinsic motivation
The aim of our study was to define predictors of instrumental motivation for mathematics. In our research, we
used the data on the Polish sample of the Programme for International Student Assessment (PISA) from 2012.
We hypothesized that motivation to engage in mathematics at later stages of education and in professional career,
called “instrumental motivation” in the project, can be predicted based on gender, mathematics self-concept, intrin-
sic motivation, as well as worries about coping with mathematics and negative emotions. Using structural equation
modelling, with gender and mathematics self-concept as predictors, and negative emotions, intrinsic motivation and
worries about one’s math skills as mediators, we showed that helplessness in mathematics, indirectly determined by
gender and mathematics self-concept, has an indirect effect on instrumental motivation, only through higher worries
about one’s math abilities. Instrumental motivation turned out to be also strongly related to intrinsic motivation,
which in turn is linked to a positive mathematics self-concept
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