The Relationship Between Achievement Motivation and Academic Achievement Levels in Mathematics Among Middle School Students A Field Study Conducted on Fourth-Year Middle School Students: A Case Study of Sidi Chaker Middle School – Tlemcen

Abstract

This study aims to investigate the correlational relationship between achievement motivation and academic achievement levels in mathematics among middle school students. The descriptive method (case study) was employed, involving a sample of 109 students (with 89 students in the primary study) from the fourth year of middle school at "Sidi Shaker" school in Tlemcen. To achieve the research objectives, a specialized tool was developed to measure achievement motivation across five dimensions: sense of responsibility, pursuit of excellence, perseverance, awareness of the importance of time, and future planning.
The results revealed a statistically significant positive correlation (at the 0.05 level) between the level of achievement motivation and academic achievement scores in mathematics. These findings are attributed to the nature of mathematics, which demands high problem-solving capabilities and persistence—core traits of individuals with high achievement motivation. The study concludes that low academic performance may stem from a fear of failure, lack of stimulation, or rigid teaching methodologies.