Academic Self-concept and Motivation of University Students in a Self-paced Developmental Mathematics Course

Authors

DOI:

https://doi.org/10.46328/ijses.5071

Keywords:

University students, Academic self-concept, Motivation, Developmental mathematics

Abstract

This study utilized the Academic Self-Description Questionnaire (SDQ III) and the Motivation section of the Motivated Strategies for Learning Questionnaire (MSLQ) in the context of a self-paced developmental mathematics course. A total of 108 undergraduate students participated. Descriptive statistics were used to evaluate students’ academic self-concept and motivation. The analysis of the results indicated that students exhibited moderate levels of both academic self-concept and motivation. Future research should include measures of academic achievement to better understand these relationships and strengthen the foundation for effective interventions. Further research across diverse populations and settings—particularly longitudinal studies—would offer deeper insights into how academic self-concept and motivation develop over time in self-paced developmental mathematics courses.

References

Alkhateeb, H. (2025). Academic self-concept and motivation of university students in a self-paced developmental mathematics course. International Journal of Studies in Education and Science (IJSES), 6(4), 339-354. https://doi.org/10.46328/ijses.5071

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Published

2025-08-30

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Section

Articles

How to Cite

Academic Self-concept and Motivation of University Students in a Self-paced Developmental Mathematics Course. (2025). International Journal of Studies in Education and Science, 6(4), 339-354. https://doi.org/10.46328/ijses.5071