ABSTRACT

This mixed research study assessed the students’ Mathematical self-concept, intrinsic motivation and Mathematics performance at Anshun Experimental Middle School. Quantitative methods were used to assess participants’ profiles, as well as their levels of Mathematical self-concept, intrinsic motivation, and Mathematics performance. Subsequently, t-tests and F-tests were employed to examine the differences in the means of the profile groups, while Pearson Correlation Analysis investigated the relationship between the three variables. Qualitative methods were utilized to uncover the challenges encountered in these areas. The findings reveal that the students in the school have a moderate level of Mathematical self-concept, intrinsic motivation, and a high level of Mathematics performance. There are significant positive correlations between the three variables. In addition, several issues were identified, including too many trigonometric formulas to be mastered, excessive academic pressure, and excessive class and practice time challenges grade 12 students’ study-life balance. A plan of action was proposed to address these challenges and enhance Mathematical self-concept, intrinsic motivation, and Mathematics performance of the students.

Keywords: Mathematical self-concept, mathematical intrinsic motivation, mathematics performance