Competence and autonomous motivation as motivational predictors of college students’ mathematics achievement: from the perspective of self-determination theory

Competence and autonomous motivation as motivational predictors of college students’ mathematics achievement: from the perspective of self-determination theory

Abstract Background Applied Calculus courses serve hundreds of thousands of undergraduates as quantitative preparation and gatekeepers across diverse fields of study. The current study investigated how motivational factors are associated with students’ learning outcomes in Applied Calculus courses f...

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Bibliographic Details
Main Authors: Cong Wang, Hyun Jin Cho, Benjamin Wiles, Jennifer D. Moss, Emily M. Bonem, Qian Li, Yaheng Lu, Chantal Levesque-Bristol
Format: Article
Language:English
Published: SpringerOpen 2022-06-01
Series:International Journal of STEM Education
Subjects:
Calculus
Competence
Autonomous motivation
Mathematics learning
Learning outcomes
Higher education
Online Access:https://doi.org/10.1186/s40594-022-00359-7

Internet

https://doi.org/10.1186/s40594-022-00359-7

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