Factors Influencing First-Year International Students’ Attitudes Toward Calculation-Based Courses: A Case Study at Kajaani University of Applied Sciences

Abstract

This study explored how psychological and cultural-linguistic factors shape first-year international students’ attitudes toward calculation-based courses at Kajaani University of Applied Sciences. These courses, including Business Mathematics and Financial Accounting, are central to academic and professional development but often present challenges for students studying in unfamiliar academic environments. A qualitative research approach was used to conduct semistructured interviews with selected international students. The data were analyzed using thematic analysis to identify patterns in their experiences, perceptions, and emotional responses to quantitative learning.

Findings indicate that psychological factors played a significant role in shaping students’ engagement. Self-efficacy influenced their willingness to attempt challenging tasks, while math-related anxiety often disrupted concentration and reduced confidence. Motivation, particularly when linked to future career goals, encouraged persistence despite difficulty. At the same time, cultural and linguistic adjustment strongly affected comprehension and participation. Students reported challenges with technical vocabulary, new classroom dynamics, and differences in academic expectations, which sometimes intensified existing anxiety and reduced active engagement.

The study also revealed that supportive learning environments could positively transform students’ attitudes. Peer collaboration, approachable lecturers, clear explanations, and culturally sensitive teaching practices helped foster confidence and a sense of belonging. These findings suggest that psychological and cultural-linguistic factors do not operate in isolation but interact continuously to shape learning experiences. The study recommends the following to strengthen engagement and improve learning outcomes for international students in calculation-based courses: targeted academic orientation, structured peer support, reinforcement of language for technical terms, and supportive instructional strategies.