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Many publications discuss the means and methods that allow schoolchildren and university students to cope with negative experiences and anxiety when studying mathematics. How do those students for whom mathematics is part of life and their future profession relate to studying at a university? The paper researches the attitude of mathematics students to learning and identifies the influence of motivational and individual factors on their development. This survey involved students in applied mathematics and the results were studied through correlation, factorial, regression, and cluster analysis. The study revealed that individuality in activity planning affects the attitude of mathematics students to learning, while features that reflect the temperament do not. Attendance depends more on their internal motivation (recognition of abilities and the importance of study) and less on their assessment of the level of teaching, the fairness of grading, and perception of difficulty of the material studied. It showed that the students, in general, have a positive attitude towards their learning, and that the educational process meets the expectations of students with high motivation and assessment of their abilities. Nevertheless, cluster analysis revealed the presence of a problem group of students who need the support of teachers. The results obtained allow us to formulate the direction of further research and outline measures to eliminate existing shortcomings.

How do students of mathematics relate to their learning? Research into individual and motivational factors