Predictive factors of students’ motivation to succeed in introductory mathematics courses: evidence from higher education in the UAE

Abstract

ABSTRACTThe purpose of the study is to examine whether there is a significant relationship between students’ motivation to succeed in introductory mathematics courses offered by universities in the United Arab Emirates (UAE) as the dependent variable of the research and another five independent variables including cognitive mathematics self-concept, affective mathematics self-concept, extrinsic motivation as expectations of future career and income, students’ age and the number of mathematics courses taken by students. The rationale of the study is based on the significance of mathematics achievements for students and academic institutions in particular, as well as for the society in general. The study is designed based on a quantitative research methodology and a sample of 685 students participated in completing a survey questionnaire. The sample is drawn from students who were registered in different introductory mathematics courses at four academic institutions of higher education in the UAE. The quantitative correlation analysis among students’ motivation, cognitive mathematics self-concept, affective mathematics self-concept, extrinsic motivation, students’ age and the number of mathematics courses taken by students reveals theoretically consistent interrelationships. The quantitative multiple regression analysis indicates that the five independent variables explain 71.3% of the variation in students’ motivation to succeed in introductory mathematics courses.