Exploring determinants of engagement with voluntary mathematics assignments in economics education: a correlational study.

This article investigates factors influencing economics students' engagement with voluntary weekly mathematics homework assignments at a German university, analyzing data from approximately 800 students collected over multiple years. Using regression analyses, the study identifies demographic variables (notably gender and age), prior academic preparation, motivational factors (such as perceived competence and autonomy), and affective variables (including math self-efficacy and anxiety) as significant correlates of voluntary homework completion. Interestingly, stronger prior math-specific knowledge correlates negatively with voluntary participation, while general academic preparedness and active involvement in lectures and tutorials show positive associations. The findings highlight the importance of intrinsic motivation and supportive learning environments in fostering engagement with optional assignments and suggest that voluntary homework can positively relate to students' mathematical performance.