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RESEARCH PAPER
Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement
1
Department of Technology, Leadership, Innovation, Purdue University, West Lafayette, IN, USA
2
Department of Educational Studies, Purdue University, West Lafayette, IN, USA
3
Korea Institute for Curriculum and Evaluation, Chungbuk, SOUTH KOREA
Online publication date: 2024-05-30
Publication date: 2024-06-01
EURASIA J. Math., Sci Tech. Ed 2024;20(6):em2460
KEYWORDS
ABSTRACT
The impact of motivational beliefs, such as self-efficacy and intrinsic value, on academic
achievement has been well documented in previous studies. In the current study, we extend the
previous literature by taking individual learning experiences, such as early learning and tutoring
experiences, into account. This allows us to gain a comprehensive understanding of the
association between academic motivation and achievement. We analyzed a total of 3,614 Korean
student data from the 2019 TIMSS (Trends in International Mathematics and Science Study)
dataset to examine the mediating role of mathematics motivation. Our path analysis reveals that
mathematics self-efficacy mediates the relationship between tutoring experiences and
mathematics achievement. The results of this study provide implications for supporting students’
mathematics motivation, which can serve as a gateway to enhance engagement and perseverance
in STEM fields.
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| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
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