Search for a command to run...
Existing literature has paid little attention to the role that motivational variables have on the academic performance of mathematics students in Peru. The objective of the study was to determine the relationship between motivation and its dimensions and academic performance in this subject. A cross-sectional and correlational study was carried out in a sample of 251 first-cycle Peruvian undergraduate mathematics students using an electronic questionnaire. The students’ academic performance was measured by their records of the Mathematics course. The motivation was assessed using a self-report instrument designed to assess students’ intrinsic motivation, extrinsic motivation, and demotivation through 28 items. For statistical processing, Spearman’s Rho coefficient and a linear regression analysis were taken into account. It was concluded that there is a weak correlation between academic performance and motivation (r = 0.222, <a:math xmlns:a="http://www.w3.org/1998/Math/MathML" id="M1"> <a:mi>p</a:mi> <a:mo>=</a:mo> <a:mn>0.001</a:mn> </a:math> ), in the same way as intrinsic motivation (r = 0.242, <c:math xmlns:c="http://www.w3.org/1998/Math/MathML" id="M2"> <c:mi>p</c:mi> <c:mo>=</c:mo> <c:mn>0.001</c:mn> </c:math> ) and extrinsic (r = 0.117, <e:math xmlns:e="http://www.w3.org/1998/Math/MathML" id="M3"> <e:mi>p</e:mi> <e:mo>=</e:mo> <e:mn>0.003</e:mn> </e:math> ) and a weak correlation with the demotivation dimension (r = 0.142, <g:math xmlns:g="http://www.w3.org/1998/Math/MathML" id="M4"> <g:mi>p</g:mi> <g:mo>=</g:mo> <g:mn>0.024</g:mn> </g:math> ). With regard to linear regression, all dimensions of motivation were predictive of academic performance; intrinsic motivation explains a 27.2% of academic performance (β = 0.732; <i:math xmlns:i="http://www.w3.org/1998/Math/MathML" id="M5"> <i:mi>p</i:mi> <i:mo>=</i:mo> <i:mn>0.011</i:mn> </i:math> ); extrinsic motivation explains a 16.8% of academic performance (β = 0.556; <k:math xmlns:k="http://www.w3.org/1998/Math/MathML" id="M6"> <k:mi>p</k:mi> <k:mo>=</k:mo> <k:mn>0.001</k:mn> </k:math> ), and demotivation a 12.4% (β = 0.427; <m:math xmlns:m="http://www.w3.org/1998/Math/MathML" id="M7"> <m:mi>p</m:mi> <m:mo>=</m:mo> <m:mn>0.008</m:mn> </m:math> ). This research provides a clear contribution with results on the association between motivation and academic performance in mathematics. This study suggests that universities, teachers, and students’ families take the necessary measures and provide stimulation to increase their motivation. In the same way, it is suggested that the university, in general, implements strategies to involve the student so that the student is always clear about the reason why they are at university and finish the degree they have started.