In the paper we will establish how motivation (intrinsic and extrinsic) predicts math achievement in Slovenia. And secondly we will identify which of the student and school related variables included in TIMSS and PIRLS 2011 study (e.g. gender, SES, parental involvement in the learning process, school climate...) are the strongest predictors of students’ motivation for learning math.

Motivational construct are used to explain the instigation of behaviour, the direction of behaviour, the intensity of behaviour and the actual achievement or accomplishments (Pintrich & Schink, 2002, in Pintrich, 2003). Until the late 80^th the cognition was understood as isolated act of learning, gaining knowledge under the influence of previous knowledge, learning strategies and teaching process (Pintrich, 2003). Most of the models and research did not address issues of motivation or emotions and how these factors contribute to the effectiveness of learning process. In the last decades the research filed of motivational factors in learning process has expanded enormously. Cognitive researches now recognize the importance of motivational constructs in shaping cognition and learning in academic settings. The contemporary research focuses on four questions: Why one chooses one task over another (e.g why choose school work over watching TV)? What is the level of involvement in the task chosen (behavioural and cognitive engagement)? How long one persists in the task, despite difficulty, boredom or fatigue? What has been achieved? (Pintrich, 2003). Less is said how motivation influences domain specific knowledge, e.g. math, which is the main focus of the present paper. Mathematics present special case for studying motivation, due to individual beliefs about mathematics and characteristics of mathematics lessons (for instance spiral curriculum organization,ability grouping) (Turner & Meyer, 2009).

In order to investigate specific relationship between motivational constructs and math achievement on one hand and the possible predictors of high motivation for math learning on the other the latest TIMSS (Trends in International Math and Science Study) data base will be used. TIMSS focuses both on intrinsic and extrinsic motivation by including scales about three motivational constructs: intrinsic value (interest), utility value and ability beliefs. Intrinsic value reflects students doing activity because it is interesting or enjoyable. On the opposite utility value (extrinsic motivation) represents doing something because it has certain consequences (appraisal, grades, getting to the school you want, getting the job you want...). Finally the ability beliefs self evaluation of mathematical skills (how confident students are about their success) are related to the level of engagement and persistence in the task (Mullis, Martin, Foy & Arora, 2012).  Through many cycles of the study TIMSS presents evidence showing that within countries, students with more positive attitudes towards mathematics have significantly higher achievement in math. The results from TIMSS 2011 are consisted with other previous findings from previous cycles (Mullis, Martin, Foy & Arora, 2012).  The positive relationship between students' positive attitude and their achievement has been proven in many studies. For example Hatty (2009) conducted a Meta analyses on 228 studies dealing with the relationship between math achievement and attitudes towards math.

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