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 undergraduates as quantitative preparation and gatekeepers across diverse fields study. The current study investigated how motivational factors are associated with students’ learning outcomes in from the perspective self-determination theory—a sound comprehensive motivation theory that has been supported by considerable research psychology education. In order to have a nuanced understanding courses, we used three different types measures investigate mathematics achievement, including course grades, standardized knowledge exam, perceived transferability. Results We tested relationships between multi-semester sample 3226 188 classrooms. To increase precision our analysis, controlled for demographic variables suggested be relevant achievement: gender, minority group status, socioeconomic status. With series multilevel modeling analyses, results reveal that: (1) competence satisfaction predicts college achievement over above needs autonomy relatedness; (2) autonomous is more powerful predictor than amotivation. These findings consistent outcomes. Conclusions Self-determination provides an effective framework courses. This extends field education contributes dialogue on advancing undergraduate science, technology, engineering, (STEM) providing evidence understand