The importance of motivation and self-concept for predicting performance in service mathematics modules: replicating and extending previous findings

Abstract Students’ difficulties and lower-than-desired mathematics performance in higher education have been the focus of educational research and practice for a period of time. In a recent study by Lishchynska et al. (2023), learners’ motivation, dispositions towards mathematics and learning strategies were examined as factors potentially affecting performance in service mathematics modules. The main objectives of this study were to replicate the findings of Lishchynska et al. (2023) with a new student cohort; determine if self-concept is a significant contributor to mathematics performance; and explore if mathematical background remains an important predictor of mathematics performance for students as they migrate from first year to final year of study. A survey of first- and final-year student cohorts in Business, Engineering and Science programmes was conducted in February 2023. Analysis of first-year responses indicated that the results from Lishchynska et al. (2023) were replicable. A multivariable proportional odds regression model, fitted using data from both cohorts, showed that self-concept was associated with mathematics performance (p < 0.001) but did not find evidence of a difference between first- and final-year students in terms of mathematical background remaining an important predictor of mathematics performance (p = 0.816). The study also investigated whether inexperienced (first-year) and experienced (final-year) undergraduates differ in their mathematical dispositions and academic traits. Differences were observed for motivation, self-concept and deep/surface learning approach (p < 0.05). The findings are discussed in terms of implications for learners and educators and should be of interest to fellow academics, those tasked with improving retention rates and policymakers.