An alternative explanation for the motivation-achievement paradox in mathematics: A between-country comparison Author Accepted Manuscript

Comparative international analyses in mathematics education have shown a persistent paradox that students in high-achieving countries tend to report lower levels of motivation in mathematics than students in low-achieving countries. While prior research attributes this to differing academic pressure, standards, and cultural response styles, this study offers an alternative hypothesis grounded in sociology. Drawing on Inglehart’s value priorities theory, we hypothesize that national levels of existential security, as measured by Human Development Indices (HDI), influence student motivation in mathematics. We present results from 44 countries and over 290,000 eighth-grade student participants using the Trends in International Mathematics and Science Study (TIMSS) 2023 database. Aggregating data at the country level, results showed that higher HDI was highly associated with lower levels of motivation in mathematics between countries, and regression results showed significant effects of HDI even when controlling for achievement and income inequality. Results provide preliminary evidence for the alternative hypothesis.