Date
11-13-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Benny Fong
Keywords
motivation, self-efficacy, student success, developmental mathematics
Disciplines
Education
Recommended Citation
Smith, James Brian, "Motivation and Self-Efficacy Among Higher Education Developmental and College-Level Mathematic Students: A Causal-Comparative Study" (2025). Doctoral Dissertations and Projects. 7628.
https://digitalcommons.liberty.edu/doctoral/7628
Abstract
This quantitative causal-comparative study aims to determine if there are differences in motivation and self-efficacy between developmental math students (elementary and intermediate algebra) and college-level math students (pre-calculus algebra and finite mathematics) in community colleges. The study is grounded in Deci and Ryan's self-determination theory and Bandura's self-efficacy theory, which emphasizes the importance of autonomy, competence, relatedness, and perceived capabilities in shaping academic outcomes. Many students struggle with math learning and achievement, particularly those entering higher education with weak foundational skills. Developmental math courses have historically aimed to bridge these gaps. Still, low completion rates persist, often hindered by barriers such as math anxiety and fixed mindsets significantly influencing success, persistence, and engagement. Participants include 159 first-year undergraduate students enrolled in elementary and intermediate algebra or pre-calculus algebra and finite mathematics courses across 6 community colleges in a southern state. Data was collected using the Motivated Strategies for Learning Questionnaire (MSLQ), Self-Efficacy for Learning Form (SELF), and a demographic survey administered through the community college learning management system (LMS). The MANOVA did not show any significant differences in motivation and self-efficacy variables between developmental and college-level math students (p =.080). Findings contradict current assumptions of motivational deficits in developmental students, future studies should adopt a design to monitor the motivational and self-efficacy change across the semester and to gain insight into experiences of various student groups.
