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

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.