Abstract:

The aim of the modern teaching process is to achieve an appropriate educational effect in terms of the fulfilment of educational objectives, but also to perceive each student as an individual person and to enable them to go through the educational process quickly, humanely and with minimal stress. An important aspect of such approach is the motivation of students for a particular subject.

In this paper we will focus on mathematics, i.e., on the teaching of mathematics and mathematical motivation. Mathematical motivation will be analyzed based on the following components: intrinsic value, self-regulation, self-efficacy, utility value and test anxiety.

The core of motivation is intrinsic value, the inner satisfaction that arises from an activity for its own sake. When people find an inherent pleasure or satisfaction in what they do, they are more likely to remain motivated over the long term. Self-regulation is the ability to control and manage one's thoughts, feelings, and behaviors. Successful self-regulation involves setting and monitoring goals, adjusting strategies when necessary and keeping track of desired outcomes. Self-efficacy is the belief in one's own ability to complete certain tasks or achieve certain goals. High self-efficacy promotes self- confidence, resilience, and a proactive approach to challenges. Utility value is the perceived relevance or usefulness. When individuals recognize the utility of an activity and understand how it aligns with their goals, they are more willing to invest time and effort. In academic contexts, test anxiety can significantly affect motivation. These are feelings of nervousness, apprehension or anxiety associated with exams.

The degree of motivation would be measured using a validated measurement instrument – the Mathematics Motivation Questionnaire (MMQ). The aim of the study would be to relate the components of motivation to student success in a math’s course. The study would be conducted on a sample of electrical engineering students at the Faculty of Engineering at the University of Rijeka. Confirmatory factor analysis, correlation and regression methods would be used in the study. Based on the results obtained, certain guidelines would be formed that could improve students' success by influencing their motivation.

Keywords:

Motivation, student success, mathematics teaching.