The Mediating Role of Intrinsic and Extrinsic Motivation in the Relationship between Digital Technology Use and Mathematics Achievement

Neşe Dokumacı Sütçü; Züleyha Durmuş

doi:10.53850/joltida.1745284

The Mediating Role of Intrinsic and Extrinsic Motivation in the Relationship between Digital Technology Use and Mathematics Achievement

Abstract

This study investigates the mediating roles of intrinsic and extrinsic motivation in the relationship between digital technology use and mathematics achievement during the learning process. The research was conducted using a relational survey model and involved 420 fifth-grade students selected through convenience sampling. Data was collected using two instruments: the Digital Technology Use in Mathematics Learning Process Scale and the Mathematics Course Motivation Scale. Two separate mediation models were tested using the bootstrap method to analyze the mediating effects of intrinsic and extrinsic motivation. The findings indicated that the use of digital technology in mathematics education significantly and positively influenced both intrinsic (β = .21, p < .001) and extrinsic motivation (β = .10, p < .05). Furthermore, intrinsic motivation was found to significantly and positively predict mathematics achievement (β = .16, p < .001), whereas extrinsic motivation had a significant negative effect on achievement (β = –.30, p < .001). Path analysis results suggested that both intrinsic and extrinsic motivation acted as indirect mediators in the relationship between digital technology use and mathematics achievement. This means that the impact of digital technology on achievement occurs indirectly through motivational processes. While digital technology enhances students' intrinsic motivation and positively contributes to their mathematics achievement, extrinsic motivation may have a negative impact. Based on these findings, it is recommended that strategies supporting intrinsic motivation be prioritized in digital learning environments. Additionally, the use of extrinsic rewards should be approached with caution and moderation.

Keywords

Ethical Statement

Ethical approval for this study was obtained from the Social Sciences Ethics Committee at Dicle University. (Approval Date: 07.05.2025, Permission of Ethics Document's Number: E-14679147-663.05-919024).

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Details

Primary Language

English

Subjects

Information Systems (Other)

Journal Section

Research Article

Authors

Neşe Dokumacı Sütçü ^*
0000-0003-3279-4194
Türkiye

Züleyha Durmuş
0009-0004-4694-2375
Türkiye

Publication Date

January 14, 2026

Submission Date

July 18, 2025

Acceptance Date

October 8, 2025

Published in Issue

Year 2026 Number: 1

DOI

https://doi.org/10.53850/joltida.1745284

IZ

https://izlik.org/JA34UC77WF

Cite

RIS / Bibtex

APA

Dokumacı Sütçü, N., & Durmuş, Z. (2026). The Mediating Role of Intrinsic and Extrinsic Motivation in the Relationship between Digital Technology Use and Mathematics Achievement. Journal of Learning and Teaching in Digital Age, 1, 101-110. https://doi.org/10.53850/joltida.1745284