Profiles of Mathematics Learning Motivation and Academic Emotions among Elementary School Students : A MANOVA Analysis Based on Grade Level and Gender

Mathematics constitutes a fundamental subject in elementary education, as it fosters the development of logical reasoning, problem-solving abilities, and critical thinking skills among students. Nevertheless, the process of learning mathematics frequently provokes a range of academic emotional responses, including anxiety, boredom, and diminished motivation. The present study seeks to investigate the motivation of elementary school students to engage with mathematics, along with their associated academic emotions, while considering variations by grade level and gender. A quantitative research methodology was employed, utilizing a cross-sectional survey design. The sample comprised 260 students from grades 3, 4, and 5 in Cirebon, Indonesia, selected through purposive sampling techniques. Data collection was facilitated through a Likert-scale questionnaire adapted from the Achievement Emotions Questionnaire (AEQ) and an academic motivation scale grounded in control-value theory. Data analysis was performed using IBM SPSS, incorporating descriptive statistics, assumption testing, and Multivariate Analysis of Variance (MANOVA). Findings indicated that students' motivation to learn mathematics was predominantly categorized as moderate to high, particularly in the domain of self-regulation. Furthermore, significant differences in academic emotions were observed across grade levels, with students in higher grades exhibiting increased levels of academic anxiety and emotional distress. The MANOVA results indicated that grade level and age had a significant effect on academic emotions, while gender did not show a significant effect. This study concludes that motivation to learn mathematics and academic emotions are closely related in elementary school students’ mathematics learning.