May 15. 2017 –March 31. 2019 (BMBF, University of Bonn), extended until March 31. 2022(own funds, TU Dortmund)

Students' study motivation is an important determinant of their engagement, persistence in higher education, and academic success. Based on the expectancy-value theory, this study focuses on how students' motivational beliefs develop and change when they encounter challenges in higher education, specifically in demanding gateway math courses for beginning students in math-intensive study programs. We find that many students experience a "motivational shock" at the beginning of their studies, characterized by a rapid decline in intrinsic interest and an increase in perceived psychological and effort costs (e.g., experienced stress). These motivational changes are not merely a sign of an adaptation period; they predict later academic difficulties and course dropout. Six cohorts of students from three math-intensive programs participated in the BONNS longitudinal study (N= 1113).