Interplay of Motivation and School Burnout in Predicting Mathematics Engagement: Evidence from Pre-Service Teachers

Abstract

Mathematics engagement is critical in shaping academic outcomes and persistence. Research has shown that motivation and burnout are individual predictors of achievement, but there is limited research on their combined influence on mathematics engagement in the Philippine teacher education context. The present study examines the pre-service teacher mathematics engagement and its association with motivation and school burnout levels. Using a descriptive-correlational design, data were gathered from 128 pre-service teachers. The dataset was analyzed using descriptive statistics, complemented by Pearson’s correlation and stepwise multiple linear regression. The results indicated that the pre-service teachers demonstrated high levels of mathematics motivation and engagement, while also showing a concerning prevalence of school burnout, most notably in the form of emotional exhaustion. Moreover, the results demonstrated that utility value, in conjunction with intrinsic value and self-regulation, served as significant determinants for engagement. Contrariwise, emotional exhaustion and cynicism acted as negative predictors against cognitive and emotional engagement. The study underscores the importance of early identification of burnout, implementing motivation-enhancing interventions, and integrating a holistic approach into mathematics education policies to sustain academic engagement and reduce attrition among pre-service teachers.