Motivation counts! The unique contribution of motivation for mathematics to the development of arithmetic fluency in primary school
- Author
- Elke Baten (UGent) , Sofie Morbée (UGent) , Annemie Desoete (UGent) , Nele Flamant (UGent) , Martin Valcke (UGent) and Maarten Vansteenkiste (UGent)
- Organization
- Abstract
- Grounded in Self-Determination Theory, this longitudinal study examined whether learners’ motivation for mathematics predicts the development of arithmetic fluency, above children’s cognitive capacities and the diagnosis of a mathematical learning disability (MLD). Within a one-year timeframe, two waves of data were collected among elementary school children (; age = 10.46). Using multivariate latent change modelling, results showed that higher baseline autonomous motivation predicted both higher initial arithmetic fluency and stronger subsequent growth, whereas baseline controlled motivation predicted lower initial fluency but not growth. Moreover, within-person increases in autonomous motivation were associated with greater fluency gains, while changes in controlled motivation were unrelated. Importantly, these within-person effects of autonomous motivation remained robust even after controlling for working memory, intelligence, and an MLD diagnosis, highlighting its unique contribution to progress in arithmetic fluency beyond cognitive capacities and mathematical learning difficulties. Fostering autonomous motivation may therefore be a key lever for educators to support learning progress and help all learners, including those who struggle with mathematics, to better reach their full potential.
- Keywords
- Motivation, Arithmetic fluency, Latent change modelling, Within-person development, SELF-DETERMINATION THEORY, TEACHER AUTONOMY SUPPORT, WORKING-MEMORY, INDIVIDUAL-DIFFERENCES, INTRINSIC MOTIVATION, COMMUNICATION STYLE, ELEMENTARY-SCHOOL, STUDENTS, ACHIEVEMENT, PERSPECTIVE
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01KNMKJCSV7GZF8K23J1JMV4RR
- MLA
- Baten, Elke, et al. “Motivation Counts! The Unique Contribution of Motivation for Mathematics to the Development of Arithmetic Fluency in Primary School.” ZDM-MATHEMATICS EDUCATION, 2026, doi:10.1007/s11858-026-01780-w.
- APA
- Baten, E., Morbée, S., Desoete, A., Flamant, N., Valcke, M., & Vansteenkiste, M. (2026). Motivation counts! The unique contribution of motivation for mathematics to the development of arithmetic fluency in primary school. ZDM-MATHEMATICS EDUCATION. https://doi.org/10.1007/s11858-026-01780-w
- Chicago author-date
- Baten, Elke, Sofie Morbée, Annemie Desoete, Nele Flamant, Martin Valcke, and Maarten Vansteenkiste. 2026. “Motivation Counts! The Unique Contribution of Motivation for Mathematics to the Development of Arithmetic Fluency in Primary School.” ZDM-MATHEMATICS EDUCATION. https://doi.org/10.1007/s11858-026-01780-w.
- Chicago author-date (all authors)
- Baten, Elke, Sofie Morbée, Annemie Desoete, Nele Flamant, Martin Valcke, and Maarten Vansteenkiste. 2026. “Motivation Counts! The Unique Contribution of Motivation for Mathematics to the Development of Arithmetic Fluency in Primary School.” ZDM-MATHEMATICS EDUCATION. doi:10.1007/s11858-026-01780-w.
- Vancouver
- 1.Baten E, Morbée S, Desoete A, Flamant N, Valcke M, Vansteenkiste M. Motivation counts! The unique contribution of motivation for mathematics to the development of arithmetic fluency in primary school. ZDM-MATHEMATICS EDUCATION. 2026;
- IEEE
- [1]E. Baten, S. Morbée, A. Desoete, N. Flamant, M. Valcke, and M. Vansteenkiste, “Motivation counts! The unique contribution of motivation for mathematics to the development of arithmetic fluency in primary school,” ZDM-MATHEMATICS EDUCATION, 2026.
@article{01KNMKJCSV7GZF8K23J1JMV4RR,
abstract = {{Grounded in Self-Determination Theory, this longitudinal study examined whether learners’ motivation for mathematics predicts the development of arithmetic fluency, above children’s cognitive capacities and the diagnosis of a mathematical learning disability (MLD). Within a one-year timeframe, two waves of data were collected among elementary school children (; age = 10.46). Using multivariate latent change modelling, results showed that higher baseline autonomous motivation predicted both higher initial arithmetic fluency and stronger subsequent growth, whereas baseline controlled motivation predicted lower initial fluency but not growth. Moreover, within-person increases in autonomous motivation were associated with greater fluency gains, while changes in controlled motivation were unrelated. Importantly, these within-person effects of autonomous motivation remained robust even after controlling for working memory, intelligence, and an MLD diagnosis, highlighting its unique contribution to progress in arithmetic fluency beyond cognitive capacities and mathematical learning difficulties. Fostering autonomous motivation may therefore be a key lever for educators to support learning progress and help all learners, including those who struggle with mathematics, to better reach their full potential.}},
author = {{Baten, Elke and Morbée, Sofie and Desoete, Annemie and Flamant, Nele and Valcke, Martin and Vansteenkiste, Maarten}},
issn = {{1863-9690}},
journal = {{ZDM-MATHEMATICS EDUCATION}},
keywords = {{Motivation,Arithmetic fluency,Latent change modelling,Within-person development,SELF-DETERMINATION THEORY,TEACHER AUTONOMY SUPPORT,WORKING-MEMORY,INDIVIDUAL-DIFFERENCES,INTRINSIC MOTIVATION,COMMUNICATION STYLE,ELEMENTARY-SCHOOL,STUDENTS,ACHIEVEMENT,PERSPECTIVE}},
language = {{eng}},
pages = {{13}},
title = {{Motivation counts! The unique contribution of motivation for mathematics to the development of arithmetic fluency in primary school}},
url = {{http://doi.org/10.1007/s11858-026-01780-w}},
year = {{2026}},
}
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