This study explored the correlation between achievement motivation and mathematical literacy among Taiwanese middle school students by comparing students with growth versus fixed mindsets. Data on Taiwan from the PISA 2018 were analyzed through an independent sample t test and hierarchical regression analysis. The results indicate that students with a growth mindset outperformed those with a fixed mindset in terms of mathematical literacy, competitiveness, and motivation to master tasks, whereas students with a fixed mindset were more likely to be afraid of failure. According to a hierarchical regression, mathematics literacy was positively affected by competitiveness, motivation to master tasks, and fear of failure among students with a growth mindset after basic characteristics such as gender and socioeconomic status were controlled for. Competitiveness and fear of failure had positive predictive power for mathematical literacy among students with a fixed mindset, but motivation to master tasks did not predict mathematical literacy. This study also developed suggestions for mathematics education and directions for future research. Taiwanese Educators should appreciate the role that a growth versus fixed mindset plays in middle school mathematics education.
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Relationship Between Achievement Motivation and Mathematics Literacy of Taiwanese Students with Different Mindsets
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