Abstract:

This study examines the interplay between motivational dimensions, learning styles, and student performance in an advanced mathematics course attended by second-year electrical engineering and mechatronics students at the Faculty of Engineering, University of Rijeka. Situated within the broader framework of the Education 5.0 paradigm—which emphasises personalisation, human-centred learning, and a holistic understanding of student development—the study explores how motivational factors align with preferred learning approaches in mathematically demanding contexts.

The research focuses on three groups of variables:
(1) multiple intrinsic and extrinsic motivational dimensions,
(2) the four Honey and Mumford learning styles (activist, reflector, theorist, pragmatist), and
(3) indicators of student performance in the course.

The study aims to identify systematic patterns linking motivational orientations with preferred learning approaches and to determine whether consistent motivational–stylistic–performance profiles emerge. Methodologically, correlation analysis is used to quantify associations between motivational and stylistic constructs, while cluster analysis identifies latent student groups characterised by distinct combinations of motivation, learning style, and achieved performance.

By integrating motivational, stylistic, and performance-related variables within a unified analytical framework, the study provides pedagogically relevant insights that support the design of personalised and adaptive instructional strategies in advanced mathematics courses aligned with the principles of the Education 5.0 paradigm.

Keywords:

Motivation, student performance, learning styles, Honey & Mumford, correlation analysis, cluster analysis, Education 5.0 paradigm.