Predictive factors of students’ motivation to succeed in introductory mathematics courses: evidence from higher education in the UAE

Hammoudi, Mohamad Mustafa

doi:10.1080/0020739x.2018.1529339

Cited by 14 publications

(18 citation statements)

References 37 publications

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“…The relationship between academic motivation and mathematics achievement has been well studied both in elementary (e.g., Mercader et al, 2017) and in high school (e.g., Moenikia and Zahed-Babelan, 2010). Recently, Hammoudi (2019) reported that students more motivated were more willing to find learning opportunities and achieved higher in mathematics than their counterparts. However, and regardless of the theoretical model considered, it is essential to distinguish between motivation for success, or the tendency to succeed in the realization of a task -achievement goals (Wigfield et al, 2015), and intrinsic motivation, or the will to improve mastery on the task -mastery goals (Rodríguez et al, 2001;Murayama et al, 2013).…”

Section: Perceived Competence Perceived Utility Motivation and Emotionsmentioning

confidence: 99%

Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables

et al. 2020

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Academic achievement in general, and in mathematics in particular, is positively associated not only with cognitive abilities, but also with emotional and motivational skills. The objective of this study was to analyze the prediction strength of cognitive, motivational, and emotional variables in mathematics achievement throughout high school, considering students' gender and age. A large sample of 2,365 Spanish students from the 4 years of high school (12-16 years old) participated in the study.Students provided information about their intellectual skills, perceived competence in mathematics, perceived utility of mathematics, intrinsic interest in learning, mathematics anxiety, and their causal attributions (for failure and for success), and of their achievement in mathematics. Data showed differences according to gender and the school grade level. The motivational and affective variables did not seem to play an important role in this relationship as predicted in the current study. The results of this study are discussed in light of previous research.

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Section: Perceived Competence Perceived Utility Motivation and Emotionsmentioning

confidence: 99%

Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables

et al. 2020

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“…Particularly, previous studies generally focused more on correlation between non-cognitive factors with students' achievement, that is a total of 13 studies (Cleary & Kitsantas, 2017;Desoete et al, 2018;Fielding-wells, Brien, & Makar, 2017;Hammoudi, 2018 Köller, Mcelvany, & Gebauer, 2018). 11 studies focused on teaching and learning or pedagogy (Chen, Star, Dede, & Tutwiler, 2018;Colliver, 2017;El-deghaidy, 2017;Fouze & Amit, 2018;Lazarides & Rubach, 2017; C. W. Lee, Walkowiak, & Nietfeld, 2017;Prast et al, 2018;Proudfoot & Kebritchi, 2017;Sriraman, 2017;Telegina & Drovosekov, 2019;Yang, 2015), five studies about the need of STEM intervention programs Falco, 2019;Mohamad Yusop, Sumari, K. Azeez, Said, & Mohd Jamil, 2015;Tran, 2018;Yusof & Jalil, 2012) and three studies were about students' SES factor (Alordiah, Akpadaka, & Oviogbodu, 2015;H.…”

Section: General Findings and Background Of The Studiesmentioning

confidence: 99%

“…Despite performance or location of schools, self-beliefs is the main predictor of students' mathematics achievement (Mohammadpour & Shekarchizadeh, 2013;Prast et al, 2018). Students' selfbeliefs play vital roles to encourage themselves to be motivated and strive for better achievement in mathematics (Cleary & Kitsantas, 2017;Hammoudi, 2018;Janet & Hyde, 2016;Kong & Cheung, 2016). Students with high self-beliefs tend to be an active leaner during lesson because they are slightly more confidence to get involved in teaching and learning activities (Fielding-wells et al, 2017).…”

Section: Main Findings Of the Studiesmentioning

confidence: 99%

“…As the rank in TIMSS and PISA indirectly represent the quality of students as well as the quality of mathematics and science education, Malaysia's worrisome rank has urge transformation in national education system to improve for better (Ministry of Education Malaysia 2015, 2018. Unpromising number of students enrol in science stream classes is still one of the main issue in Malaysia.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship Between Self Efficacy and Motivation With Stem Education: A Systematic Literature Review

Jaafar

Maat

2020

IJMOE

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While Malaysia’s performance in the international assessment such as TIMSS and PISA are inclined to worry, enrollment of students in the science stream is also decreasing. Even though there are rapid changes made into the curriculum, teaching strategies and assessment method, the quality of Malaysia’s education system especially in mathematics have not shown any promising changes. The purpose of this study is to analyze previous studies on the relationship between students’ self-efficacy and motivation with STEM education. This systematic review is conducted by qualitatively analyzed 34 articles from Scopus, Google Scholar and MyJurnal using thematic analysis. The result of the analysis is categorized into six themes: non-cognitive factors, pedagogy, STEM intervention programs, social-economic status, teachers’ gender, and mathematics curriculum. The result shows that self-efficacy and motivation are highly affected by mathematics achievement. This paper suggesting a rapid study on STEM education at the primary school level so that issues related to mathematics achievement can be solved at an earlier stage.

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“…Unfortunately, the practice of teaching instruments at the university level has fallen in disuse, owed in part to the Mathematic culture of professors, whom maintain an academic methodology in its educative praxis, as a consequence, from the program of activities that result little interest to the students and in part to the excess of work that is submitted the teachers in institutional functions as research (Hammoudi, 2018). Nonetheless, it is necessary to produce forces to rescue this component of teaching Mathematics, which, is an important strategy in the process of teaching and learning.…”

Section: Motivation In the Educational Process Of Mathematicsmentioning

confidence: 99%

Teaching Resource for the Teaching of Geometry: Circular Trigonometric Geoplane

Velazco

Padrón

2018

INT ELECT J MATH ED

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The difficulty in the process of trigonometry teaching, served as a stimulus for the present research, in which the objective consisted of designing and proposing the use of a Trigonometric Cicular Geoplane for the construction of meaningful learning in the area of Mathematics at Israel Technological University. For Its development, a field research, descriptive type, and a special project modality was conducted. As key informants, the participation of twenty (20) students and three (3) teachers that work in distinct levels of the institution described above. In order to gather information, observations and interviews were used, and the instrument of an observation and interview guides were submitted to a valid process. For the purpose of reliability, it was implemented through a standardization of registers and categories, then the findings were analyzed based on a cultivated and descriptive analysis in order to elaborate the conclusions in search of the proposed objectives about the design and use of the teaching tool that contributes in a positive manner to the teaching and learning of Geometry, in the same manner, the motivation and receptivity to use of Geoplane were used, in response to permit the development of innovated methodologies that show a change of andragogy practice, as it is, to teach learning skills that last a lifetime.

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Predictive factors of students’ motivation to succeed in introductory mathematics courses: evidence from higher education in the UAE

Cited by 14 publications

References 37 publications

Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables

Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables

The Relationship Between Self Efficacy and Motivation With Stem Education: A Systematic Literature Review

Teaching Resource for the Teaching of Geometry: Circular Trigonometric Geoplane

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