Causal Modeling of Engagement in Mathematics Based on Motivation and Mathematical Self-Efficacy with the Mediating Role of Task Value in Elementary School Students

Subject Areas : Educational Psychology

Ali Abdi ¹ , Hanieh Seydi Kani Einali ²

1 -
2 - Master of Educational management, Department of Educational Sciences, Payam Noor University, Tehran, Iran

Received: 2025-05-27 Accepted : 2025-11-22 Published : 2025-12-04

Keywords: Engagement in Mathematics, Task Value, Mathematical self-efficacy, motivation to learn Mathematical,

Abstract :

In today's world, where mathematics education is considered one of the key skills for academic and social growth, understanding the factors affecting student engagement in this subject is vital. In this regard, the present study was conducted with the aim of analyze the direct and indirect effects of motivation and mathematical self-efficacy on engagement in mathematics learning and how the task value acts as a mediating factor in this process. This research is Developmental in nature and, from a data collection perspective, descriptive and correlational, utilizing structural equation modeling (SEM). The statistical population includes all fifth and sixth-grade students in the Sanqar district for the academic year 2024-2025, totaling 2,470 students, of which 332 participants were selected as a sample using cluster random sampling. The tools used in this research were the Rimm-Kaufman (2010) Mathematics Engagement Questionnaire; the Betz and Hackett (1983) Mathematics Self-Efficacy Scale; the Korter (2005) Motivation to Learn Mathematics Questionnaire; and the Pintrich and De Groot (1991) Task Value Scale. The results of the research indicated that motivation to learn mathematics, mathematics self-efficacy, and task value have a significant positive direct effect on engagement in mathematics learning. Additionally, mathematics self-efficacy and motivation to learn mathematics have a significant positive direct effect on task value. Moreover, both mathematics self-efficacy and motivation to learn mathematics were able to predict student engagement in mathematics indirectly through task value. Overall, it was concluded that the conceptual model of engagement in mathematics, based on mathematics self-efficacy and motivation to learn mathematics, fits the empirical model with the mediating role of task value. The research findings indicated the importance of the role of self-efficacy, motivation, and task value in students' engagement in mathematics lessons

References:

حاجی حسینلو، خدیجه ؛ خالق خواه، علی؛ زاهدبابلان، عادل و معینی کیا، مهدی . (1396). تأثیر یادگیری مشارکتی با گروه‌های پیشرفت بر خودکارآمدی و خودپنداره‌ی ریاضی دانش‌آموزان. فصلنامه روانشناسی تربیتی، 13(43)،139-119. doi: 10.22054/jep.2017.7764
عبدی، علی و شیراوند، بهناز . (1401). تدوین مدل عملکرد ریاضی بر اساس ادراک از محیط یادگیری سازنده‌گرا با نقش واسطه‌ای خودکارآمدی و انگیزش به یادگیری ریاضی در دانش‌آموزان دوره متوسطه اول. فصلنامه روان شناسی تربیتی، 18،(66)، 242-217، . doi: 10.22054/jep.2023.64467.3511
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Cai, J., Wen, Q., Jaime, I., Cai, L., & Lombaerts, K. (2022). From classroom learning environments to self-regulation: The mediating role of task value. Studies in Educational Evaluation, 72, 101-119. https://doi.org/10.1016/j.stueduc.2021.101119.
Chong, Wan Har, Gregory Arief D. Liem, Vivien S. Huan, Phey Ling Kit, and Rebecca P. Ang. (2018). Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement. Journal of adolescence 68: 1-11. https://doi.org/10.1016/j.adolescence.2018.07.002.
Chi, X. (2017). Research on the Influence Mechanism of Teacher Support on College Students’ Learning Engagement Based on Self-Determination Motivation Theory. Ph.D. Thesis, Tianjin University, Tianjin, China.
Corter, James E. (2005). Motivation, Autonomy Support, and Mathematics Performance: A Structural Equation Analysis. Dissertation Abstracts International Section A: Humanities and Social Sciences, 66(1-A), 157-180
Dini, S., Noor, A., & Rahim, F. A. (2021). The relationship between mathematics motivation and task value in secondary school students. Journal of Mathematics Education, 14(2), 89-104.
Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98(2), 382–393. https://doi.org/10.1037/0022-0663.98.2.382
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, Values, and Academic Behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motivation (pp. 75-146). San Francisco, CA: W. H. Freeman.
Flunger, B., Hollmann, L., Hornstra, L. and Murayama, K. (2022) ‘It’s more about a lesson than a domain: Lessonspecific autonomy support, motivation, and engagement in math and a second language’, Learning and Instruction, Vol. 77, No. 1, p. 101500. https://doi.org/10.1016/
Gottfried, Adele Eskeles, George A. Marcoulides, Allen W. Gottfried, Pamella H. Oliver, and Diana Wright, G.). 2007(Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development. 31 (4): 317-327. https://doi.org/10.1177/0165025407077752
Grasten, A. (2016). Children’s expectancy beliefs and subjective task values through two years of school-based program and associated links to physical education enjoyment and physical activity. Journal of Sport and Health Science, 5, 500- 508.
Green, B. A., Conlon, E. G., & Morrissey, S. A. (2017). Task values and selfefficacy beliefs of undergraduate psychology students. Australian Journal of Psychology, 69(2), 112-120.
Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161-168.
Henseler, J., & Sarstedt, M. (2013). Goodness-of-Fit Indices for Partial Least Squares Path Modeling, Computational Statistics, 28(2): 565-580.
Harris, P., Zhu, X., & Alexander, P. A. (2022). The interrelation of mathematics motivation and task value in high school students. Educational Psychology Review, 34(1), 1-22.
Hood, M., Creed, P. A., & Neumann, D. L. (2012). Using the expectancy value model of motivation to understand the relationship between student attitudes and achievement in statistics. Statistics Education Research Journal, 11(2), 72-85
Józsa, G., Oo, T. Z., Amukune, S. & Józsa, K. (2022) ‘Predictors of the intention of learning in higher education: Motivation, selfhandicapping, executive function, parents’ education, and school achievement’, Education Sciences, Vol. 12, No. 12, p. 906. https://doi.org/10.3390/educsci12120906
Jung, S., Kim, D., & Cha, Y. (2023). The Role of Task Value in Predicting Students’ Engagement in Mathematics Learning. International Journal of Educational Research, 118, 102917.
Keskin, Hasan Kagan. 2014. A path analysis of metacognitive strategies in reading, self-efficacy and task value. International J. Soc. Sci. & Education 4(4): 798-808.
Kokoç M, Ilgaz H, Altun A. (2020). Individual cognitive differences and student engagement in video lectures and e-learning environments. In Handbook of research on fostering student engagement with instructional technology in higher education (pp. 78-93). IGI Global.
Lee, J., Bong, M., & Kim, S. I. (2024). Interaction between task value and self-efficacy on mathematics engagement. The Journal of Educational Research, 117(2), 231-243.
Liem, G. A. D., & Martin, A. J. (2012). The motivation and engagement scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist, 47(1), 3-13.
Lin, C. Y. Y., & Liu, F. C. (2012). A cross-level analysis of organizational creativity climate and perceived innovation: The mediating effect of work motivation. European Journal of Innovation Management, 15(1), 55-76
Lin, Y. G., & Chen, H. Y. (2023). The effect of task value on mathematics engagement: The mediating role of self-efficacy. The Journal of Educational Research, 116(4), 415-428.
Martin, A. J. (2007). "The Role of Motivation in Student Engagement in Learning Mathematics." In Educational Research Reviews, 4(2), 102-120.
Martin, Daniel P, and Sara E. Rimm-Kaufman. (2015. (Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?. Journal of school psychology 53 (5): 359-373. https://doi.org/10.1016/j.jsp.2015.07.001.
Middleton M. J., Midgley C. (1997). Avoiding The Demonstration of Lack of Ability: An Under Explored Aspect of Goal Theory. Journal of Educational psychology, .89, 710- 718
Miller, S. A., & Hyun, E. (2023). The interplay of self-efficacy and motivation in mathematics learning: Implications for task value. Journal of Educational Psychology, 115(2), 234-248.
Mullis, I. V. S., & Martin, M. O. (Eds.). (2019). TIMSS 2019 Assessment Frameworks. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2019/frameworks/
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2020). TIMSS 2019 International Results in Mathematics and Science. TIMSS & PIRLS International Study Center at Boston College.
Orji, C. T. & Ogbuanya, T. C. (2022) ‘Mediating roles of ability beliefs and intrinsic motivation in PBL and engagement in practical skills relations among electrical/electronic education undergraduate’, Innovations in Education and Teaching International, Vol. 59, No. 3, pp. 326–336. https://doi.org/10. 1080/14703297.2020.1813188
Pajares, F. (2006). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
Prendergast, M., & Hongning, Z. (2016). A Comparative Study of Students' Attitudes towards Mathematics in Two Different School Systems. International Journal for Mathematics Teaching and Learning, 17(2), 1-24
Qiao X., Zhao J. (2010). Investigation and Research on middle school students' mathematics learning input. China Electric Power Education, (35): 83-85
Renninger, K. A., & Hidi, S. (2002). "The Development of Interest in Childhood and Adolescence." In Handbook of Child Psychology. Volume 4: Social, Emotional, and Personality Development.
Rimm-Kaufman, S. E. (2010). Student Engagement in Mathematics Scale (SEMS). Unpublished measure, University of Virginia, Charlottesville, VA
Robinson, K., & Mueller, A. S. (2014). Behavioral Engagement in Learning and Math Achievement over Kindergarten: A Contextual Analysis. American Journal of Education, 120(3), 325– 349.
Rubin, Stephanie N. (2017). The relationship between academic motivation and parenting styles in multiple socioeconomic status areas. Rowan University.
Ryan, R. M. & Deci, E. L. (2000) ‘Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being’, American Psychologist, Vol. 55, No. 1, pp. 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Saadati, F., & Celis, S. (2023). Student motivation in learning mathematics in technical and vocational higher education: Development of an instrument. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(1), 156-178. https://doi.org/10.46328/ijemst.2194
Sanli, U. (2021). "Exploring the interrelationships between self-efficacy, task value, and student engagement." Journal of Educational Psychology, 113(3), 521-533.
Scaling, K., Cavanagh, A., & Kearney, P. (2020). "Engagement in Learning Mathematics: An Exploratory Study with Secondary Students." International Journal of Educational Studies in Mathematics, 103(2), 123-139.
Schunk, D. H. (1991). "Self-efficacy and academic motivation." Educational Psychologist, 26(3-4), 207-231.
Schunk, D. H. (2012). Learning theories: An educational perspective. Sixth Edition
Şen, Ş., & Kış, T. (2023). "The role of students' intrinsic motivation and perceived value on their engagement in mathematics." Educational Studies in Mathematics, 113(2), 181-202.
Seo, Eunjin, Yishan Shen, and Edna C. Alfaro. (2019). Adolescents’ beliefs about math ability and their relations to STEM career attainment: Joint consideration of race/ethnicity and gender. Journal of youth and adolescence 48 (2): 306-325. https://doi.org/10.1007/s10964-018-0911-9.
Sherman, J. (2020). The Complexities of Math Learning: Influential Variables on Student Performance. Educational Research Journal, 15(3), 45-60.
Skinner, E. A., & Pitzer, J. R. (2012). Development of the Engagement Constructs: A Theoretical Perspective. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 17-25). Springer.
Thongnoum, D. (2002). Self-efficacy, goal orientations, and self-regulated learning in Thai students (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3094084)
Urhahne, D., and Lisette W. (2023). Theories of motivation in education: An integrative framework. Educational Psychology Review 35 (2): 45. http://dx.doi.org/10.1007/s10648-023-09767- 9.
Van de Walle, J. A., Karp, K. S., & Williams, N. J. (2013). Elementary and Middle School Mathematics: Teaching Developmentally. (8th ed.). Upper Saddle River, NJ: Pearson.
Wang, M. T., & Degol, J. L. (2013). Individual, family, and school influences on children's motivational beliefs and engagement in learning: A longitudinal study. Journal of Educational Psychology, 105(4), 971-982.
Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16–26.
Welesilassie, M. W. and Nikolov, M. (2022) ‘Relationships between motivation and anxiety in adult EFL learners at an Ethiopian university’, Ampersand, Vol. 9. No. 1, pp. 1–10. https://doi.org/ 10.1016/j.amper.2022.100089
Wiegfield, A., Eccles, J. S., Roeser, R. W., & Schiefele, U. (2008). Development of achievement motivation. Child and Adolescent Development, 87-113.
Zhang, Z., & Chen, L. (2024). The role of mathematics self-efficacy in students' engagement and achievement. International Journal of Science and Mathematics Education, 22(3), 547-566.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91