Sources of Mathematical Self-Concept and Motivation for Learning: Insights to Inform Design of Educational Interventions in a University

This paper uses survey data to explore sources of mathematical self-concept and motivation to identify potential learning interventions for university students studying a service mathematics module. Analysis using a multivariable proportional odds regression model identified Mastery experience, Lecturer effect, Growth mindset, Peer effect, and Perceived difficulty as sources of mathematical self-concept with Mastery experience and Lecturer effect having the strongest association. Perceived difficulty, Self-concept, and Utility value were included as candidate sources of motivation in a path analysis to explore the relationship between sources of motivation and mathematics performance. All three variables were directly associated with mathematics performance. An exploration of indirect effects found that Perceived difficulty acted as a mediator between self-concept and mathematics performance.Analyses of closed and open survey responses showed that 26.3% of participants regarded their mathematics module as the least difficult of their courses and 19.9% regarded their mathematics module as the most difficult. Personal goals emerged as the strongest positive influence on students’ study approaches, while peers and lecturers were also highlighted as important factors.Together, these results inform the discussion of interventions designed to: address students’ perceptions of mathematical difficulty, strengthen their mathematical self-concept and growth mindset, and emphasise the utility value of mathematics.