Motivation, performance in mathematics, and family practices: A study of their relationships in 1st grade of elementary school

Abstract

The present study offers data on motivation at early ages and its impact on math achievement, including family as an essential educational agent. The sample consisted of 127 first grade students and their parents. Students' achievement and their different types of motivation (intrinsic, identified, and controlled) were assessed, as well as math formal and informal practices at home and perceived importance of that content. Results suggest that students differentiate better the more self-determined types of motivation (intrinsic and identified). Identified motivation is significantly correlated to math achievement. Parents' perceived importance towards math promotes the development of an intrinsic motivation for that content, while formal practices at home are related to the development of a controlled motivation. Finally, a significant negative relation is found between achievement and informal practices at home.