Academic Self-concept and Motivation of University Students in a Self-paced Developmental Mathematics Course
Year: 2025
Type: article
Study design: Observational Study
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.
DOI: 10.46328/ijses.5071
Author: Haitham Alkhateeb
Institution: University of Baltimore
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4413853905