A Mediated Model of Perceived Usefulness: Career Aspirations and Mathematics Motivation in Ghana

This study examined the mediating role of perceived usefulness in the relationship between career aspirations and mathematics motivation among senior high school students in Ghana. Anchored in the expectancy-value theory, the study employed a quantitative, descriptive survey design involving 265 students from two senior high schools in the Sekyere Kumawu District. Data were collected through a structured questionnaire and analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM) via AMOS. The results revealed that career aspirations significantly predicted both perceived usefulness and mathematics motivation. Perceived usefulness also had a significant positive effect on mathematics motivation and partially mediated the relationship between career aspirations and motivation. The findings suggest that students’ perceptions of the usefulness of mathematics play a crucial role in translating their career aspirations into motivation for learning. The practical and theoretical implications of enhancing mathematics learning through relevance-oriented instructional practices are discussed.

Stem Education, Students engagement, Expectancy-value theory

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