The study explores the formation of motivation among mathematics undergraduates in
the context of professional training. A combination of theoretical methods (analysis,
synthesis, comparison, generalization), modeling, and empirical methods (surveys),
as well as statistical analysis, was utilized. The research analyzes contemporary
approaches to motivation and psychological-pedagogical concepts of its structure,
identifying key aspects relevant to developing learning motivation in mathematics
students. The study involved 86 undergraduate students (aged 18–22, 57% female) from
the Faculty of Mathematics, Physics, and Computer Science at Vinnytsia Mykhailo Kotsiubynskyi
State Pedagogical University. Surveys were conducted using the “Motives for choosing
a profession” methodology and A. Rean’s “Motivation for Success and Fear of Failure”
questionnaire. Ethical standards, including APA guidelines, were strictly adhered
to. The findings highlight two motivational types: positive motivation, characterized
by a drive for success and self-confidence, and negative motivation, marked by anxiety
and avoidance of failure. The use of modeling enabled the creation of a comprehensive
approach to assess motivation through criteria, indicators, and levels of motivational
development. This research contributes to understanding how motivational factors influence
the academic success of mathematics students and offers practical tools for enhancing
their professional training.
