www.ijird.com April, 2018 Vol 7 Issue 4 INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH & DEVELOPMENT DOI No. : 10.24940/ ijird/ 2018/ v7/ i4/ APR18001 Page 1 Exploring the Multi-Dimensional Effect of Intrinsic Motivation among Pre-Service Teachers on Gender 1. Introduction The motivation to take Mathematics course in the university is a complex phenomenon and is often associated with numerous reasons and different types of motivation (Pelletier et al., 2013). Understanding of motivation in the study of mathematics is indispensable because it appears to be hook that engages and keeps a person in it. Therefore, an examination of how different types of motivation (i.e., intrinsic vs. extrinsic) are associated with mathematics engagement is highly necessary for sustaining interest. Research studies have often incorporated the self-determination theory (SDT) framework to engagement areas of study (Pelletier et al., 2013). The SDT has it that individuals persistently attempt to control their own social environments to master some basic psychological needs, which includes but not limited to perceived Interest, perceived competence, perceived usefulness, perceived anxiety and perceived effort. In accordance with Intrinsic Motivation Inventory (IMI) these five dimensions were considered as predictor variables of intrinsic motivation. Perceived interest to cognitive-evaluation and self-determination theory, predictors of intrinsic motivation are personal preferences of activities and the competence those individuals feel while engaging in those activities are the driving force behind the activities. Proponents of the theory posts that when activities are perceived as chosen (i.e., self-determined) rather than required, and when people believe personal success in the activities, there is a high likelihood that intrinsic motivation is experienced in the form of interest. Zimmerman (2000) acknowledged that Perceived competence is students’ belief that their academic capabilities play a key role in achievement motivation. Beliefs about perceived competence, play in motivating students is the primary focus of several theoretical perspectives (Pajares, 1996). Perceived competence represents the extent to which a person believes that he or she has performed or is able to perform well at an activity (Bandura, 1982; Harter, 1981). It is often noted to affect intrinsic motivation following feedback, either during or at the conclusion of performance on a task (Bandura, 1982; Harackiewicz, 1989). In this research anxiety and pressure is used interchangeably to mean a kind of special apprehension formed in learning and applying mathematics. It influences the efficiency and effect of a student input and output strategies in mathematics task. Individuals, who perceive mathematics as difficult and their ability to do mathematics as poor, generally avoid mathematics, if possible (Hilton, 1981; Otten & Kuyper, 1988). Such students are described as mathematically anxious (Middleton, & Spanias, 1999). Fennema and Sherman (1976) incorporated perceived usefulness into their Mathematics Attitude Scales, and researchers have used these and other scales to demonstrate that perceived usefulness is consistently related to mathematics performance. Utility value is considered mean the degree to which students’ value mathematics for its usefulness in a ISSN 2278 – 0211 (Online) Mohammed Nurudeen Alhassan Mathematics Tutor, Department of Mathematics & ICT, OLA College of Education, Ghana Jonathan A. Fletcher Professor, School of Education and Leadership, University of Ghana, Ghana Abstract: The study exploring the multi-dimensional effect of intrinsic motivation among pre-service teachers by gender. This was done to determine whether Pre-service teachers differed on their Intrinsic Motivation. The IMOT adapted from the Intrinsic Motivation Inventory was to collect data from pre-service teachers. A convenient sample of 89 pre-service teachers, made up of 77 male and 12 female were used. A multiple linear regression conducted, showed that only students’ perceived interest is the only predictor of mathematics achievement. That means that students who demonstrate high levels of interest in the study of mathematics are more likely to succeed in it. It is important to employ all means possible to develop students’ interest in mathematics as it appears to be the one of the driven force for students’ mathematics achievement. Keywords: Pre-service teachers, gender, self determination theory, motivation, multi-dimensional