Abstract 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.
Petrovych et al. (Mon,) studied this question.