Teacher Factors Influencing Elementary Students’ Mathematics Learning Motivation: a PRISMA 2020 Systematic Review
Keywords:
Elementary Education, Mathematics Learning Motivation, Self-Determination Theory, Systematic Literature Review, Teacher Factors
Abstract
Elementary students’ mathematics learning motivation declines systematically across early schooling and predicts subsequent academic achievement, yet no prior systematic review has integrated the instructional, relational, emotional, and epistemological dimensions of teacher influence within a single framework. This systematic review followed PRISMA 2020 guidelines, searching Scopus on 30 March 2025 using a PEO-based Boolean strategy; 531 unique records were screened, yielding 16 included studies whose methodological quality was appraised using MMAT 2018 and synthesized through thematic narrative synthesis. Findings indicate that autonomy-supportive instruction and formative assessment enhance intrinsic motivation, positive teacher-student relationships correlate with motivation while conflict and dependency undermine it, teacher mindfulness programs yield modest but causally demonstrated effects, and inquiry-oriented epistemological beliefs indirectly raise student motivation through teacher efficacy. An integrated four-channel model of teacher influence is proposed, providing an evidence base for teacher professional development programs that simultaneously target instructional, relational, emotional, and epistemological competencies, particularly relevant to Indonesia’s Kurikulum Merdeka reform.
Keywords: Elementary Education, Mathematics Learning Motivation, Self-Determination Theory, Systematic Literature Review, Teacher Factors
References
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Bosman, R. J., Roorda, D. L., van der Veen, I., & Koomen, H. M. Y. (2018). Teacher-student relationship quality from kindergarten to sixth grade and students’ school adjustment: A person-centered approach. Journal of School Psychology, 68, 177–194. https://doi.org/10.1016/j.jsp.2018.03.006
Brown, J. L., Jennings, P. A., Rasheed, D. S., Cham, H., Doyle, S. L., Frank, J. L., Davis, R., & Greenberg, M. T. (2023). Direct and moderating impacts of the CARE mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes. Applied Developmental Science, 27(4), 343–357. https://doi.org/10.1080/10888691.2023.2268327
Carmichael, C., Callingham, R., & Watt, H. M. G. (2017). Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM, 49(3), 449–460. https://doi.org/10.1007/s11858-016-0831-7
Cascales-Martínez, A., Martínez-Segura, M.-J., Pérez-López, D., & Contero, M. (2016). Using an Augmented Reality Enhanced Tabletop System to Promote Learning of Mathematics: A Case Study with Students with Special Educational Needs. EURASIA Journal of Mathematics, Science and Technology Education, 13(2), 355–380. https://doi.org/10.12973/eurasia.2017.00621a
Christodoulou, A., Tsagkaridis, K., & Malegiannaki, A.-C. (2024). A multifactorial model of intrinsic/environmental motivators, personal traits and their combined influences on math performance in elementary school students. European Journal of Psychology of Education, 39(4), 4113–4135. https://doi.org/10.1007/s10212-024-00846-1
Day, C. T. (2020). Expectancy Value Theory as a Tool to Explore Teacher Beliefs and Motivations in Elementary Mathematics Instruction. International Electronic Journal of Elementary Education, 13(2), 169–182. https://doi.org/10.26822/iejee.2021.182
Faber, J. M., Luyten, H., & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers & Education, 106, 83–96. https://doi.org/10.1016/j.compedu.2016.12.001
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Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., Vedel, I., & Pluye, P. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285–291. https://doi.org/10.3233/EFI-180221
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Koeppen, K., Kreutzmann, M., Roswag, M., Frühauf, M., Valcárcel Jiménez, M., & Hannover, B. (2025). How teacher agency adapted to child competencies and teacher communion relate to student needs fulfillment and motivation. Learning and Individual Differences, 119. https://doi.org/10.1016/j.lindif.2025.102663
Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education: A meta-analytic review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832
Lehtinen, E., Hannula-Sormunen, M., McMullen, J., & Gruber, H. (2017). Cultivating mathematical skills: From drill-and-practice to deliberate practice. ZDM, 49(4), 625–636. https://doi.org/10.1007/s11858-017-0856-6
McLean, L., Espinoza, P., Janssen, J., Jimenez, M., & Lindstrom Johnson, S. (2024). Relationships between elementary teachers’ enjoyment and students’ behavioral engagement in mathematics. School Psychology, 39(1), 3–14. https://doi.org/10.1037/spq0000633
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & Group, P.-P. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2019/international-results/
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ, 372.
Pikk, K., Leijen, Ä., Radišič, J., & Uibu, K. (2025). Exploring the relationship between teachers’ beliefs on the nature and learning of mathematics and self-efficacy in teaching mathematics at the primary school level. LUMAT: International Journal on Math, Science and Technology Education, 13(5). https://doi.org/10.31129/LUMAT.13.1.2504
Pratiwi, I., Samosir, I., Ekowati, D. R., Wicaksono, M. E., Krismahardika, B. G., Rihardika, A., Krisna, F. N., & Martak, Y. F. (2025). Rapor Pendidikan Indonesia 2025: Capaian dan Agenda Perbaikan. Pusat Standar dan Kebijakan Pendidikan, Kementerian Pendidikan Dasar dan Menengah. https://pskp.kemendikdasmen.go.id/file/kebijakan/1767151837_file.pdf
Radišić, J., Buchholtz, N., Yang-Hansen, K., Liu, X., & Kaarstein, H. (2024). Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries. European Journal of Psychology of Education, 39(2), 1587–1613. https://doi.org/10.1007/s10212-024-00809-6
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses. Annual Review of Psychology, 70(1), 747–770. https://doi.org/10.1146/annurev-psych-010418-102803
Valjarević, D., Stanojević-Ristić, Z., Petrović, M., & Tomović, K. (2025). Factors that influence pupils’ engagement in learning mathematics and their effects on general academic achievement. Croatian Journal of Education, 27(3), 891–918. https://doi.org/10.15516/cje.v27i3.6263
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
Winarno, W., Zuhri, M., Mansur, M., Sutomo, I., & Widhyahrini, K. (2019). Development of Assessment for the Learning of the Humanistic Model to Improve Evaluation of Elementary School Mathematics. International Journal of Instruction, 12(4), 49–64. https://doi.org/10.29333/iji.2019.1244a
Baten, E., Vansteenkiste, M., De Muynck, G. J., De Poortere, E., & Desoete, A. (2020). How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions. Journal of Educational Psychology, 112(8), 1490–1505. https://doi.org/10.1037/edu0000444
Bishara, S. (2018). Active and traditional teaching, self-image, and motivation in learning math among pupils with learning disabilities. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1436123
Bosman, R. J., Roorda, D. L., van der Veen, I., & Koomen, H. M. Y. (2018). Teacher-student relationship quality from kindergarten to sixth grade and students’ school adjustment: A person-centered approach. Journal of School Psychology, 68, 177–194. https://doi.org/10.1016/j.jsp.2018.03.006
Brown, J. L., Jennings, P. A., Rasheed, D. S., Cham, H., Doyle, S. L., Frank, J. L., Davis, R., & Greenberg, M. T. (2023). Direct and moderating impacts of the CARE mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes. Applied Developmental Science, 27(4), 343–357. https://doi.org/10.1080/10888691.2023.2268327
Carmichael, C., Callingham, R., & Watt, H. M. G. (2017). Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM, 49(3), 449–460. https://doi.org/10.1007/s11858-016-0831-7
Cascales-Martínez, A., Martínez-Segura, M.-J., Pérez-López, D., & Contero, M. (2016). Using an Augmented Reality Enhanced Tabletop System to Promote Learning of Mathematics: A Case Study with Students with Special Educational Needs. EURASIA Journal of Mathematics, Science and Technology Education, 13(2), 355–380. https://doi.org/10.12973/eurasia.2017.00621a
Christodoulou, A., Tsagkaridis, K., & Malegiannaki, A.-C. (2024). A multifactorial model of intrinsic/environmental motivators, personal traits and their combined influences on math performance in elementary school students. European Journal of Psychology of Education, 39(4), 4113–4135. https://doi.org/10.1007/s10212-024-00846-1
Day, C. T. (2020). Expectancy Value Theory as a Tool to Explore Teacher Beliefs and Motivations in Elementary Mathematics Instruction. International Electronic Journal of Elementary Education, 13(2), 169–182. https://doi.org/10.26822/iejee.2021.182
Faber, J. M., Luyten, H., & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers & Education, 106, 83–96. https://doi.org/10.1016/j.compedu.2016.12.001
Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (2023). Cochrane Handbook for Systematic Reviews of Interventions: Version 6. Cochrane. https://doi.org/10.1002/9781119536604
Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., Vedel, I., & Pluye, P. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285–291. https://doi.org/10.3233/EFI-180221
Hughes, J. N., Wu, J. Y., Kwok, O.-M., Villarreal, V., & Johnson, A. Y. (2012). Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement. Journal of Educational Psychology, 104(2), 350–365. https://doi.org/10.1037/a0026339
Jarvoll, A. B. (2018). “I’ll have everything in diamonds!”: Students’ experiences with Minecraft at school. Studia Paedagogica, 6(4), 67–89. https://doi.org/10.5817/SP2018-4-4
Koeppen, K., Kreutzmann, M., Roswag, M., Frühauf, M., Valcárcel Jiménez, M., & Hannover, B. (2025). How teacher agency adapted to child competencies and teacher communion relate to student needs fulfillment and motivation. Learning and Individual Differences, 119. https://doi.org/10.1016/j.lindif.2025.102663
Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education: A meta-analytic review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832
Lehtinen, E., Hannula-Sormunen, M., McMullen, J., & Gruber, H. (2017). Cultivating mathematical skills: From drill-and-practice to deliberate practice. ZDM, 49(4), 625–636. https://doi.org/10.1007/s11858-017-0856-6
McLean, L., Espinoza, P., Janssen, J., Jimenez, M., & Lindstrom Johnson, S. (2024). Relationships between elementary teachers’ enjoyment and students’ behavioral engagement in mathematics. School Psychology, 39(1), 3–14. https://doi.org/10.1037/spq0000633
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & Group, P.-P. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2019/international-results/
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., & Moher, D. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ, 372.
Pikk, K., Leijen, Ä., Radišič, J., & Uibu, K. (2025). Exploring the relationship between teachers’ beliefs on the nature and learning of mathematics and self-efficacy in teaching mathematics at the primary school level. LUMAT: International Journal on Math, Science and Technology Education, 13(5). https://doi.org/10.31129/LUMAT.13.1.2504
Pratiwi, I., Samosir, I., Ekowati, D. R., Wicaksono, M. E., Krismahardika, B. G., Rihardika, A., Krisna, F. N., & Martak, Y. F. (2025). Rapor Pendidikan Indonesia 2025: Capaian dan Agenda Perbaikan. Pusat Standar dan Kebijakan Pendidikan, Kementerian Pendidikan Dasar dan Menengah. https://pskp.kemendikdasmen.go.id/file/kebijakan/1767151837_file.pdf
Radišić, J., Buchholtz, N., Yang-Hansen, K., Liu, X., & Kaarstein, H. (2024). Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries. European Journal of Psychology of Education, 39(2), 1587–1613. https://doi.org/10.1007/s10212-024-00809-6
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses. Annual Review of Psychology, 70(1), 747–770. https://doi.org/10.1146/annurev-psych-010418-102803
Valjarević, D., Stanojević-Ristić, Z., Petrović, M., & Tomović, K. (2025). Factors that influence pupils’ engagement in learning mathematics and their effects on general academic achievement. Croatian Journal of Education, 27(3), 891–918. https://doi.org/10.15516/cje.v27i3.6263
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
Winarno, W., Zuhri, M., Mansur, M., Sutomo, I., & Widhyahrini, K. (2019). Development of Assessment for the Learning of the Humanistic Model to Improve Evaluation of Elementary School Mathematics. International Journal of Instruction, 12(4), 49–64. https://doi.org/10.29333/iji.2019.1244a
Published
2026-10-13
How to Cite
Ofir Nokas, Idat Muqodas, Tina Hayati Dahlan, & Mubiar Agustin. (2026). Teacher Factors Influencing Elementary Students’ Mathematics Learning Motivation: a PRISMA 2020 Systematic Review . International Journal of Education, Vocational and Social Science , 5(04), 2991-3014. https://doi.org/10.63922/ijevss.v5i04.6826
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
