Required math courses are taken by many college students in their first semester, yet little is understood about how math motivation changes during this time. Guided by Situated Expectancy-Value Theory (Eccles and Wigfield, 2020), we conducted a longitudinal study examining changes in 53 students’ math task value, math self-efficacy, and math anxiety across fall semester. We compared motivational trajectories across two math courses: one for mostly STEM majors with relatively higher placement test scores and one for mostly humanities majors. We also conducted classroom observations and interviews with four participating instructors. Analysis of student survey data is ongoing. Preliminary findings from observations showed instructors in the course for humanities majors more often made direct efforts to improve student enjoyment (situational interest). Instructor interviews, coded reliably (κ = 0.83), revealed similar practices across both courses, such as emphasizing growth mindset, high standards, and encouraging students to use campus and class resources. By understanding how math motivation shifts during the transition to college, we can inform future efforts to foster student resilience and reduce barriers to learning.
