Relationship among Self-Esteem, Perceived Usefulness of Mathematics, and Motivation toward Mathematics in Secondary Education

Abstract

This study characterizes the relationship among self-esteem, the perceived usefulness of mathematics, and motivation toward mathematics among secondary school students at a Costa Rican public school (N = 257). The Rosenberg Self-Esteem Scale (8 retained items) and two Fennema–Sherman subscales (usefulness: 6 items; motivation: 12 items) were used. All three scales showed adequate structure and consistency for summarizing responses with total scores. On average, the affective profile was favorable. No statistically significant differences were detected by sex or grade level, and the magnitudes of the differences were small or practically null. The variables were positively related, with weak associations between self-esteem and both usefulness and motivation, and a moderate association between usefulness and motivation. Overall, the findings show that greater perceived usefulness of mathematics is associated with a greater willingness to engage in its learning, with cautious implications for instructional design and the classroom’s socioemotional climate. The results are drawn from an undergraduate thesis completed within the Mathematics Teaching in Technology Enhanced Environments degree program.