The Distribution of Interview Themes and Sub-themes About the Participating Students’ Motivation to Learn Mathematics during the VIVMP
| Themes | Sub-themes | Exemplary Statements for the Sub-theme from the Interviews | Percentage of the Participants Having Evidence of the Sub-theme (N = 12) |
|---|---|---|---|
| Intrinsic Motivation to Learn Mathematics | Enjoyment | I like mathematics. | 92% |
| Competence Beliefs | I think mathematics is easy. | 45% | |
| Extrinsic Motivation to Learn Mathematics | Performance Goals (External Regulation) | This program will help me to get higher scores on the test. | 64% |
| Preference for Quick Work (External Regulation) | Assignments did not take very long. | 82% | |
| Parental Expectations (Introjection) | My parents were a great source of motivation. | 23% | |
| Enhanced Learning Opportunities | Technological and Visual Affordances | It was easy to return to if I didn’t understand it at first. | 91% |
| Presence of a Virtual Teacher | It was like a teacher teaching me. | 82% | |
| Ability to Review Previously Learned Mathematical Concepts | Because of the review, I was able to understand the math. | 82% |
| Intrinsic Motivation to Learn Mathematics | Enjoyment | I like mathematics. | 92% |
| Competence Beliefs | I think mathematics is easy. | 45% | |
| Extrinsic Motivation to Learn Mathematics | Performance Goals (External Regulation) | This program will help me to get higher scores on the test. | 64% |
| Preference for Quick Work (External Regulation) | Assignments did not take very long. | 82% | |
| Parental Expectations (Introjection) | My parents were a great source of motivation. | 23% | |
| Enhanced Learning Opportunities | Technological and Visual Affordances | It was easy to return to if I didn’t understand it at first. | 91% |
| Presence of a Virtual Teacher | It was like a teacher teaching me. | 82% | |
| Ability to Review Previously Learned Mathematical Concepts | Because of the review, I was able to understand the math. | 82% |
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