Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement

Jung Han; Hyeree Cho; Sol Lee; Ammi Chang; Hyunuk Park; Yunjin Lim

doi:10.29333/ejmste/14659

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Jung Han ¹ , Hyeree Cho ² , Sol Lee ² , Ammi Chang ² , Hyunuk Park ² , Yunjin Lim ³ ^*

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¹ Department of Technology, Leadership, Innovation, Purdue University, West Lafayette, IN, USA² Department of Educational Studies, Purdue University, West Lafayette, IN, USA³ Korea Institute for Curriculum and Evaluation, Chungbuk, SOUTH KOREA^* Corresponding Author

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.

Keywords

STEM motivation
TIMSS data
expectancy-value theory
self-efficacy
intrinsic value
mathematics achievement

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 6, June 2024, Article No: em2460

https://doi.org/10.29333/ejmste/14659

Publication date: 01 Jun 2024

Online publication date: 30 May 2024

Article Views: 686

Article Downloads: 371

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How to cite this article

APA

Han, J., Cho, H., Lee, S., Chang, A., Park, H., & Lim, Y. (2024). Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2460. https://doi.org/10.29333/ejmste/14659

Vancouver

Han J, Cho H, Lee S, Chang A, Park H, Lim Y. Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement. EURASIA J Math Sci Tech Ed. 2024;20(6):em2460. https://doi.org/10.29333/ejmste/14659

AMA

Han J, Cho H, Lee S, Chang A, Park H, Lim Y. Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement. EURASIA J Math Sci Tech Ed. 2024;20(6), em2460. https://doi.org/10.29333/ejmste/14659

Chicago

Han, Jung, Hyeree Cho, Sol Lee, Ammi Chang, Hyunuk Park, and Yunjin Lim. "Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 6 (2024): em2460. https://doi.org/10.29333/ejmste/14659

Harvard

Han, J., Cho, H., Lee, S., Chang, A., Park, H., and Lim, Y. (2024). Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2460. https://doi.org/10.29333/ejmste/14659

MLA

Han, Jung et al. "Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 6, 2024, em2460. https://doi.org/10.29333/ejmste/14659