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Motivational beliefs and cognitive processes in mathematics achievement, analyzed in the context of cultural differences: a Korean elementary school example

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Abstract

The relations among students’ motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school mathematics classrooms. Results indicated that, in general, students’ cognitive processes related closely to competence beliefs, task values, and achievement goals, and more importantly their success or failure in mathematics achievement was closely linked to competence beliefs, performance-avoidance goals, and persistence strategies. Positive evidence of performance-approach goals was observed in math learning relative to task goals. As expected, performance-avoidance goals turned out to be detrimental to students’ math learning. These findings are generally congruent with the motivational theories and support the position that students should be encouraged to adopt task goals and actively involve themselves in math class activities. However, it also behooves us to recognize the potential benefits of performance-approach goals in different cultural contexts, such as the Korean elementary school math classrooms.

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  1. Psychometric and Research Services, Pearson, 19500 Bulverde Road, San Antonio, TX, 78259, USA

    Daeryong Seo & Husein Taherbhai

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  1. Daeryong Seo
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  2. Husein Taherbhai
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Correspondence to Daeryong Seo.

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Seo, D., Taherbhai, H. Motivational beliefs and cognitive processes in mathematics achievement, analyzed in the context of cultural differences: a Korean elementary school example. Asia Pacific Educ. Rev. 10, 193–203 (2009). https://doi.org/10.1007/s12564-009-9017-0

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