Motivation is a relevant factor for study dropout in mathematics. Common conceptualizations frame this motivation within the situated expectancy-value framework. Herby low values and expectancies, as well as decreases in those, are known as high risk factors for study dropout. However, origins of individuals’ expectancies and value hierarchies within the social context of university mathematics are mainly unknown. Based on interviews, we qualitatively investigated the development of values and expectancies towards university mathematics of students (n=7) who dropped out from mathematics . Our findings show the relevance of specific dimensions in attainment value and psychological cost for students’ dropout decisions. Practical consequences like mentoring and goal transparency are discussed.
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Gildehaus et al. (2026) studied this question.
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