Investigation of a developmental path model for interest in the study of mathematics

Abstract

In this study, we investigated a developmental path model for interest in the study of mathematics and confirmed that interest in learning mathematics developed significantly from situational into individual interest. We also present results showing that revealed individual interest (RII) influenced students’ academic achievement as a mediating effect, although their potential individual interest (PII) did not directly affect achievement in mathematics. Finally, based on an identified developmental path model, a multigroup analysis was conducted to analyze differences along lines of gender and grade levels. The result showed a significant difference in the effect of RII on academic achievement in mathematics by gender and grade levels, and an effect of PII on RII by grade levels. These findings provide public and private education with implications for motivating students and maintaining their interest in mathematics.