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

digital technology use, mathematics achievement, intrinsic motivation, extrinsic motivation, mediation effect

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).

References

Akkuş, E. B., & Gök, B. (2024). The effect of digital technology tools used in elementary school mathematics teaching on achievement - A review study. Journal of Computer and Education Research, 12(23), 164-183. doi: 10.18009/jcer.1394932
Akkuş-İspir, O.,, Ay, Z. P., & Saygı, E. (2011). High achiever students’ self regulated learning strategies, motivation towards mathematics, and their thinking styles. Education and Science, 36(162), 235-246. doi: 10.15390/ES.2011.991
Bakia, M., Murphy, R., Anderson, K., & Trinidad, G. E. (2011). International experiences with technology in education. Office of Educational Technology, US Department of Education.
Balantekin, Y., & Oksal, A. (2014). Mathematics lesson motivation scale for primary school 3th and 4th grade students. Cumhuriyet International Journal of Education, 3(2), 102-113. doi:10.30703/cije.321344
Büyüköztürk, Ş. (2011). Handbook of data analysis for social sciences. Pegem Academy Publishing.
Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. doi: 10.1016/j.edurev.2013.01.001
Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. Zdm, 1-20. doi: 10.1007/s11858-020-01196-0
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Multivariate statistics for social sciences: SPSS and LISREL applications (2nd ed.). Pegem Academy Publishing.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi:10.1207/S15327965PLI1104_01
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psycholgical Bulletin, 125(6), 627-668. doi: 10.1037/0033-2909.125.6.627

Dede, Y., & Argün, Z. (2004). Identification of students' intrinsic and extrinsic motivation towards mathematics. Education and Science, 29(134), 49-54.
Fadda, D., Pellegrini, M., Vivanet, G., & Zandonella-Callegher, C. (2022). Effects of digital games on student motivation in mathematics: A meta‐analysis in K‐12. Journal of Computer Assisted Learning, 38(1), 304-325. doi: 10.1111/jcal.12618
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
Gündüzalp, C. (2024). The effects of digital game-based learning in technology-oriented course: A case study in the biochemistry department. Journal of Education in Science Environment and Health, 10(1), 42-59. doi: 10.55549/jeseh.1419320
Gürbüz, S. (2021). Structural equation modeling with AMOS: Basic principles and applied analyses. Seçkin Publishing.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning. Henderlong-Corpus, J. H., & Wormington, S. V. (2014). Profiles of intrinsic and extrinsic motivations in elementary school: A longitudinal analysis. The Journal of Experimental Education, 82(4), 480-501. doi: 10.1080/00220973.2013.876225
Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2019). Effects of technology in mathematics on achievement, motivation, and attitude: A meta-analysis. Journal of Educational Computing Research, 57(2) 283–319. doi: 10.1177/0735633117748416
Hilbert, M. (2020). Digital technology and social change: the digital transformation of society from a historical perspective. Dialogues in clinical neuroscience, 22(2), 189-194. doi:10.31887/DCNS.2020.22.2/mhilbert Irvine, J. (2015). Problem solving as motivation in mathematics: Just in time teaching. Journal of Mathematical Sciences, 2(1), 106-117.
Johnson-Smith, T. (2014). Student engagement and academic achievement in technology enhanced and traditional classroom environments (Doctoral dissertation). Liberty University Digital Commons. https://digitalcommons.liberty.edu/doctoral/889
Kesici, A. (2018). An investigation of the effect of high school students’ mathematics motivation on their mathematics achievement. Ondokuz Mayis University Journal of Education Faculty, 37(2), 177–194. doi: 10.7822/omuefd.438550
Kline, R. B. (2011). Principles and practice of structural equation modeling. The Guilford Press. Lepper, M. R., Henderlong-Corpus, J., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184–196. doi:10.1037/0022-0663.97.2.184
Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215–243. doi:10.1007/s10648-010-9125-8
Liang, Y. D., Chen, S., Abeysekera, R., O'Sullivan, H., Bray, J., & Keevill-Savage, I. (2024). Examining the adoption of technology-enhanced learning in universities and its effects on student performance, satisfaction, and motivation. Computers and Education Open, 7, 100223. doi: 10.1016/j.caeo.2024.100223
Ng, W. (2015). Change and continuity in educational uses of new digital technologies. In New Digital Technology in Education: Conceptualizing Professional Learning for Educators (pp. 3-23). Springer International Publishing.
Öztop, F. (2022). Effectiveness of digital technology use in mathematics teaching on ıncreasing motivation for mathematics: A meta-analysis study. Karaelmas Journal of Educational Sciences, 10(1), 15-26.
Öztop, F., & Buluç, B. (2022). Development of the digital technology use in the process of learning mathematics scale: A validity and reliability study. Gazi University Journal of Gazi Educational Faculty, 42(2), 997-1023. doi: 10.17152/gefad.1111742
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in human behavior, 63, 604-612. doi: 10.1016/j.chb.2016.05.084
Reiss, S. (2012). Intrinsic and extrinsic motivation. Teaching of psychology, 39(2), 152-156. doi:10.1177/0098628312437704
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. doi:10.1006/ceps.1999.1020
Seçer, B. (2015). Psychological test development and adaptation process, SPSS and LISREL applications. Anı Publishing.
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. doi: 10.1016/j.compedu.2015.11.008
Tran, L. T., & Nguyen, T. S. (2021). Motivation and mathematics achievement: A Vietnamese case study. Journal on Mathematics Education, 12(3), 449-468. doi:10.22342/jme.12.3.14274.449-468
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87(2), 246–260. doi: 10.1037/0022-3514.87.2.246
Zhao, X., Lynch, J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197–206. doi:10.1086/651257
Zheng, L., & Li, X. (2016, July). The effects of motivation, academic emotions, and self-regulated learning strategies on academic achievements in technology enhanced learning environment. In 2016 IEEE 16th international conference on advanced learning technologies (ICALT) (pp. 376-380). IEEE.
Zhou, Z., & Zhang, Y. (2024). Intrinsic and extrinsic motivation in distance education: A self-determination perspective. American Journal of Distance Education, 38(1), 51-64. doi:10.1080/08923647.2023.2177032

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

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

AMA

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

Chicago

Dokumacı Sütçü, Neşe, and Züleyha Durmuş. 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, no. 1: 101-10. https://doi.org/10.53850/joltida.1745284.

EndNote

Dokumacı Sütçü N, Durmuş Z (January 1, 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.

IEEE

[1]N. Dokumacı Sütçü and Z. Durmuş, “The Mediating Role of Intrinsic and Extrinsic Motivation in the Relationship between Digital Technology Use and Mathematics Achievement”, JOLTIDA, no. 1, pp. 101–110, Jan. 2026, doi: 10.53850/joltida.1745284.

ISNAD

Dokumacı Sütçü, Neşe - Durmuş, Züleyha. “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 (January 1, 2026): 101-110. https://doi.org/10.53850/joltida.1745284.

JAMA

1.Dokumacı Sütçü N, Durmuş Z. The Mediating Role of Intrinsic and Extrinsic Motivation in the Relationship between Digital Technology Use and Mathematics Achievement. JOLTIDA. 2026;:101–110.

MLA

Dokumacı Sütçü, Neşe, and Züleyha Durmuş. “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, no. 1, Jan. 2026, pp. 101-10, doi:10.53850/joltida.1745284.

Vancouver

1.Neşe Dokumacı Sütçü, Züleyha Durmuş. The Mediating Role of Intrinsic and Extrinsic Motivation in the Relationship between Digital Technology Use and Mathematics Achievement. JOLTIDA. 2026 Jan. 1;(1):101-10. doi:10.53850/joltida.1745284

Journal of Learning and Teaching in Digital Age 2023. This is an Open Access journal distributed under the terms of the Creative Commons Attribution International 4.0 (CC BY 4.0) license.

Journal of Learning and Teaching in Digital Age. Open Access Journal, 2023. ISSN:2458-8350

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

Abstract

Keywords

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite