ACHIEVEMENT MOTIVATION AND SELF-DETERMINATION IN RELATION TO CREATIVITY AND CRITICAL THINKING IN MATHEMATICS EDUCATION

Abstract

This study examined achievement motivation and self-determination as predictors of creativity and critical thinking in mathematics education among college instructors in private higher education institutions in Pagadian City, Philippines. Employing a descriptive-correlational research design, the study involved 210 respondents comprising 60 school administrators and 150 college instructors selected from four private higher education institutions. Data were collected using a researcher-developed questionnaire adapted from established literature on achievement motivation and self-determination. Descriptive statistics, independent samples t-test, z-test, and Pearson product-moment correlation were utilized to analyze the data. The findings revealed that the respondents consistently applied achievement motivation strategies, particularly in building students' confidence, encouraging inquiry, emphasizing conceptual understanding, providing authentic mathematical tasks, and promoting positive attitudes toward mathematics. Likewise, self-determination practices, including providing autonomy, demonstrating attentiveness, managing classrooms effectively, establishing learning centers, and fostering student interest, were frequently implemented. Significant positive relationships were found between achievement motivation and self-determination, indicating that these instructional practices contribute to the development of students' creativity and critical thinking. The study concludes that integrating motivational and self-determination strategies into mathematics instruction enhances higher-order thinking skills and supports meaningful learning. These findings provide empirical evidence for strengthening mathematics pedagogy and informing instructional enhancement initiatives in higher education institutions.