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Based on the self-determination theory and the meta-theory of affective domain, the aim of this article is to analyze the motivations and demotivations of engineering students to study mathematics. The methodology used was the formation of a focus group of eight male students (19 to 24 years of age) from the Andrés Bello University in Santiago-Chile, who were asked about their motivating and non-motivating experience that contributed to their decision to study (or not) mathematics, and their specific motives for learning mathematical concepts and solving to problems. Results show that students are motivated and demotivated by the following themes: "being a teacher", "role of the teacher", "evaluations", "being an engineer" and "performance". It is concluded that motivations are exclusively extrinsic. This means that students are motivated to study mathematics if they satisfy their needs due to external factors (social relations, competence and autonomy) or are discouraged when they cannot satisfy those needs.

formación universitaria

Experiencias Desmotivacionales y Motivacionales de Estudiantes Varones de Ingeniería para Estudiar Matemáticas. El Caso de la Universidad Andrés Bello en Santiago de Chile