This research aims at improving students’ motivation for success in calculus courses at higher education institutions by developing two models. The first model is developed to promote students’ intrinsic motivation. The second model is integrated with the first model to improve students’ intrinsic and extrinsic motivation. A mixed research methodology is used, which includes 153 students in calculus courses at three universities in the United Arab Emirates. The qualitative results of 15 interviews are divided into three themes including students’ motivation for success in calculus, their mathematics self-concept, and other supporting elements. The regression analysis shows that 72.5% of the variation in students’ intrinsic motivation for success in calculus is explained by five variables in model I and 98.5% of the variation in their intrinsic and extrinsic motivation is explained by three variables in model II. The findings of this study can be utilized by higher education institutions that offer calculus courses.
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