Examining motivational factors influencing self-explanation quality and mathematics achievement in online learning for junior high students
Bibliographic Data
| ID | 21632491 |
|---|---|
| Authors | Ryosuke Nakamoto (0000-0002-3384-7916, Kyoto University, corresponding author), Brendan Flanagan (0000-0001-7644-997X, Kyoto University), Yiling Dai (0000-0001-9900-8763, Kyoto University), Kyosuke Takami (0000-0002-0913-4641, National Institute for Educational Policy Research), Hiroaki Ogata (0000-0001-5216-1576, Kyoto University) |
| Year | 2025 |
| Volume | 33 |
| Issue | 10 |
| Pages | 5706-5725 |
| Publication date | 2025-11-26 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2025.2484659 |
| OpenAlex | W4409235772 |
| Language | EN |
| References cited | 42 |
This study examines the interplay between motivational factors, self-explanation quality, and mathematics achievement among 164 junior high school students in an online learning environment. We hypothesized that intrinsic motivation would positively correlate with self-explanation quality (H1) and that self-explanation would predict academic achievement (H2). Using factor and regression analyses, we found that engaging in challenging tasks significantly enhances self-explanation quality, while excessive metacognitive reflection detracts from it. Notably, reading confidence does not consistently translate into effective self-explanation, underscoring the importance of domain-specific self-efficacy. In terms of mathematics achievement, clear learning goals and math confidence emerge as positive predictors, whereas external pressures and high engagement coupled with stress negatively affect performance. Interestingly, while mathematics grades strongly predict self-explanation quality, the reverse is not observed – self-explanation skills do not directly predict grades. These results highlight the critical role of tailored motivational strategies, goal-setting, and cognitive engagement in optimizing online learning outcomes, providing actionable insights for educational interventions and system design
Educational technology · Mathematics education · Self-efficacy · Education and Learning Interventions · Innovative Teaching and Learning Methods · Online Learning and Analytics · Psychology · Social Psychology
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| Citation velocity | historical |
|---|---|
| Highly cited | No |