Exploring The Relationship Between Students’ Attitudes, Beliefs, And Motivation Towards Mathematics Learning in Secondary Education

Abstract

The purpose of this study is to examine the relationship between secondary school students’ attitudes, beliefs and motivation for learning mathematics. Mathematics, as a discipline that all other subjects are built upon, demands not only cognitive ability but also positive psychological dispositions regarding one’s relationship to mathematical activities and persistence on them. However, in spite of its central importance to academic and occupational achievement, the majority of secondary school students experience anxiety, lack of interest in or low self-concept towards mathematics. These affective and motivational aspects are influential determinants of students’ performance below cognitive levels. As such, the purpose of this study was to quantitatively investigate how students’ attitudes, beliefs and motivation interact in order to influence their engagement as well as achievement within mathematics courses. The design of the study was quantitative correlation and four hundred secondary level (8 th, 9 th & 10) students were participants, included in both public and private schools of southern Punjab, Pakistan. An instrument was designed in the form of questionnaire based on standardized scales, i.e., Mathematics Attitude Inventory (MAI), Mathematics Belief Questionnaire (MBQ) and Academic Motivation Scale (AMS). Data dependability was confirmed by pilot study (Cronbach’s α = 0.91). The data were analyzed through SPSS Version 26 and the descriptive statistic, Pearson correlation, and multiple regression analysis models used to examine the relationships among three variables. These outcomes showed that attitudes, beliefs and motivation were validly associated (r = 0.63–0.74; p <. 001), indicating that motivation of students towards mathematics was higher for those who had more positive attitude and higher self-beliefs. Regression analysis also indicated that beliefs concerning mathematics ability (β = 0.41) and attitudes towards learning (β = 0.38) were significant predictors of motivation. Further gender comparison with t-tests of the motivation levels was conducted and no significant differences were found, which may indicate that affective factors work alike in male and female students. The results emphasize the interrelated nature of psychological factors in mathematical learning, but they also emphasise the importance of enhancing students' attitudes and self-beliefs to maintain motivation. This study suggests that mathematical success should not only be seen as the inevitable outcome of intellectual abilities, but rather as a matter that is highly emotional, affective and motivational. It suggests that teachers should incorporate motivational tactics, supportive classroom environments, and belief-based interventions to help sustain a long-term interest in mathematics.