INVESTIGATES HOW INTRINSIC AND EXTRINSIC MOTIVATION INFLUENCE PARTICIPATION IN MATHEMATICS EXTRACURRICULAR ACTIVITIES IN BEIJING'S ELEMENTARY SCHOOLS
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Abstract
AI assistance and rewards (extrinsic motivation), predict participation in MEAs As mathematics remains a foundational component of STEM education, encouraging early participation in mathematics extracurricular activities (MEAs) is increasingly seen as a strategy to deepen interest and strengthen skills outside of the formal classroom. This study investigates the predictive roles of intrinsic motivation (e.g., enjoyment, curiosity, and pride in math) and extrinsic motivation (e.g., parental encouragement, rewards, and recognition) in shaping participation in MEAs among elementary students in Beijing’s Chaoyang District. Guided by Self-Determination Theory and Expectancy-Value Theory, the research employed a quantitative approach involving 200 students aged 9–13 from five public elementary schools. Data were collected using a structured Likert-scale questionnaire, and analyzed through descriptive statistics, Spearman correlation, and multiple regression analysis. Results revealed that both intrinsic and extrinsic motivation were strongly and positively correlated with participation in MEAs. However, multiple regression analysis showed that extrinsic motivation was the stronger and statistically significant predictor, while the effect of intrinsic motivation was weaker and not significant when both variables were analyzed together. These findings suggest that, within this population, external support mechanisms such as rewards, competitions, and adult encouragement play a more influential role than internal interest in driving participation. The study highlights the importance of leveraging extrinsic motivators to promote involvement in math ECAs during early education, while gradually nurturing intrinsic interest to support long-term mathematical development.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
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Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525–538.
Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52(5), 890–898.
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic rewards: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28(1), 129–137.
Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30(1), 65–88.
Ng, C. H. (2003). Learning and teaching in East Asian schools. Educational Practices Series – UNESCO IBE, 14, 1–32.
Tang, M., & Chaw, L. Y. (2016). Digital literacy: A prerequisite for effective learning in a blended learning environment? The Turkish Online Journal of Educational Technology, 15(3), 1–21.
Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84(1), 97–110.
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