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Abstract
This study examines the relationship between intrinsic motivation and achievement in mathematics. Specifically, motivation influences achievement in individual tests compared to group assignments. The study further investigates the moderating role of task type (individual vs. group-based assessments) in this relationship. A mixed-methods research design was employed, combining quantitative data from 45 pre-service teachers with qualitative insights from their open-ended responses. Statistical analyses, including correlation, regression, and moderation analyses, were conducted to examine these relationships. Results revealed a positive but non-significant correlation between intrinsic motivation and math achievement in group assignments (r = 0.657, p = 0.095), suggesting that while motivation may enhance achievement in collaborative tasks, other factors also contribute. Conversely, a negative correlation was found in individual tests (r = -0.418, p = 0.053), indicating that increased intrinsic motivation might lead to performance anxiety, which can undermine achievement. Regression analysis showed that motivation explained 12.7% variance in group achievement and 17.5% in individual performance, with the latter showing a marginally significant negative effect. Moderation analysis confirmed that the effect of intrinsic motivation on math achievement depends on task type. In individual tests, motivation had a significant negative impact on achievement (β = -0.418, p = 0.035), whereas in group assignments, the effect was positive but not statistically significant (β = 0.657, p = 0.073). Qualitative findings complemented these results by showing that students’ task preferences were shaped by autonomy, collaboration, and workload distribution. These findings highlight the importance of considering task type when evaluating motivation’s role in math achievement. Practical implications suggest that fostering intrinsic motivation through collaborative tasks can reduce performance anxiety, whereas individual assessments require supportive strategies to sustain motivation while minimizing stress. Future research should examine additional moderators and apply the model to larger, more diverse samples.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 11, November 2025, Article No: em2729
https://doi.org/10.29333/ejmste/17342
Publication date: 01 Nov 2025
Online publication date: 27 Oct 2025
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