PISA 2012: Series on Learners Volume III: Why students are motivated to learn maths Publications

Publication Details

This report focuses on the link between motivation to learn maths and maths achievement. Volume III presents data which addresses the following areas:

  • Motivation to learn maths among New Zealand students compared with the OECD average.
  • Impact of motivation to learn maths on maths achievement in New Zealand.
  • Differences in motivation to learn maths evident by gender, ethnicity and socio-economic background
  • Changes between 2003 and 2012 in the motivation of New Zealand students.

Author(s): Michelle Lamy with Steve May, Comparative Education Research, Ministry of Education.

Date Published: November 2016

Key Findings

  • Motivation to learn maths has a moderate impact on maths achievement in New Zealand. The more students believe maths is useful (higher instrumental motivation) and the more students find maths to be interesting and enjoy learning maths (higher intrinsic motivation), the higher their maths achievement.
  • On average, New Zealand students were higher than the OECD average in perceiving maths to be useful and enjoying to learn maths.
  • Since 2003, PISA has shown an improvement among New Zealand boys in perceiving maths as useful and in finding it a useful and enjoyable subject.
  • New Zealand boys tend to report higher levels of motivation to learn maths than girls.
  • Motivation to learn maths is particularly high among Asian and Pasifika students, although it has the strongest impact on the maths achievement of Pākehā students.

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