Understanding Motivational Dynamics in Elementary Mathematics Extracurricular Activities from a Humanistic Education Perspective

Abstract

Mathematics education has increasingly embraced humanistic approaches that prioritize holistic student development over traditional computational skills. This study examined factors influencing elementary students' engagement in mathematics extracurricular activities in Chaoyang District, Beijing, from a humanistic education perspective, addressing significant gaps in understanding motivational dynamics within Chinese cultural contexts. A quantitative cross-sectional survey involved 200 elementary students (Grades 3-6) from selected schools. Data were collected using a structured questionnaire measuring motivational factors, engagement strategies, perceived challenges, and student engagement levels. The instrument demonstrated satisfactory reliability with Cronbach's alpha coefficients exceeding 0.70 for all constructs. Results revealed significant positive correlations between motivational factors and engagement (r = 0.62, p < 0.001) and between engagement strategies and participation (r = 0.57, p < 0.001). Perceived challenges showed moderate negative correlation with engagement (r = –0.39, p < 0.001). Regression analysis identified motivational factors as the strongest predictor (β = 0.49), followed by engagement strategies (β = 0.42). Significant grade-level differences were observed (p = 0.003). The findings demonstrate that student engagement emerges from complex interactions between intrinsic and extrinsic motivational factors, pedagogical approaches, and cultural influences. The dual influence of individual autonomy and collective support systems in Chinese contexts challenges Western individualistic frameworks. These insights inform development of culturally responsive, humanistic mathematics programs that foster intellectual growth while promoting equitable access to enriching mathematical experiences.