Authentic learning is an educational approach that emphasizes real-world relevance and active engagement, allowing students to apply their knowledge and skills to meaningful, practical situations. It involves tasks that mirror real-life challenges, collaborative problem-solving, and critical thinking, enabling learners to connect theoretical concepts with practical applications. This qualitative study explored the experiences of non-mathematics major college students in problem-solving and how authentic learning experiences develop their interest in the subject. Non-mathematics major college students (n=16) were purposively sampled to be interviewed in this study. The findings indicated that contextualized approaches, such as integrating real-life applications like budgeting or life management, could develop students’ intrinsic motivation by demonstrating the practical relevance of mathematical concepts. Student engagement and sustained effort depend on their perceived likelihood of success and the value they assign to the task. Collaborative problem-solving activities also developed engagement by encouraging peer interaction, building confidence, and developing critical thinking skills. Active and hands-on learning experiences bridge the gap between academic concepts and their real-world applications. With participatory methods, such as financial literacy tasks or structural engineering challenges, students develop higher-order thinking and systematic problem-solving abilities. They also confirmed the positive impact of dynamic teaching strategies, such as group discussions and collaborative tasks, in reducing disengagement and promoting sustained interest in mathematics. Essentially, integrating these approaches into mathematics curricula not only improves academic performance but also equips students with critical life skills and encourage positive attitude toward the subject. It involves tasks that mirror real-life challenges, collaborative problem -solving, and critical thinking, enabling learners to connect theoretical concepts with practical applications. This qualitative study explored the experiences of non -mathematics major college students in problem -solving and how authentic learning experiences develop their interest in the subject. Non - mathematics major college students (n=16) were purposively sampled to be interviewed in this study. The findings indicated that contextualized approaches, such as integrating real -life applications like budgeting or life management, could develop students’ intrinsic motivation by demonstrating the practical relevance of mathematical concepts. Student engagement and sustained effort depend on their perceived likelihood of success and the value they assign to the task. Collaborative problem -solving activities also developed engagement by encouraging peer interaction, building confidence, and developing critical thinking skills. Active and hands -on learning experiences bridge the gap between academic concepts and their real -world applications. These students often find it difficult to see the relevance of mathematics to their everyday lives, which further diminishes their interest in problem -solving. A shift in teaching methods, particularly toward authentic learning experiences, may be necessary to help these students connect mathematical problem-solving to real-world applications, reigniting their interest and motivation. Authentic learning experiences, as noted by Abramovich [7], offer a promising solution by enabling students to apply problem -solving skills in realistic scenarios. Environment and Social Psychology | doi: 10.59429/esp.v10i1.3175 4 The role of authentic learning in problem -solving is further elucidated by Gü rgü l[22], who posits that authentic learning prepares students for real -life challenges by involving them in real -world problems and tasks. The primary objective is not merely to learn academic subjects but to develop the ability to address real-life issues. This method encourages students to tackle complex, open -ended problems, thereby cultivating critical thinking and practical problem -solving skills. Thus, EVT underscores the importance of aligning tasks with learners’ expectations and values to foster sustained interest and academic engagement[38,31]. 4. Methods 4.1. Research design This paper explored the interests of non -mathematics major students in problem solving through authentic classroom experiences. Exploratory studies provide flexibility, allowing researchers to investigate complex topics without strict hypotheses or predefined variables, which is particularly useful in areas with limited prior knowledge. The findings in this study can be effectively related to the expectancy-value theory, which posits that students’ motivation to engage in a task is influenced by their expectation of success and the perceived value of the task [93,31]. When teachers connect mathematics to real - life applications, such as budgeting or life management, they increase the perceived utility value of the subject. Students begin to see mathematics not merely as abstract concepts but as a practical tool that directly impacts their daily lives, making it more relevant and meaningful. This study highlighted the importance of integrating contextualized and experiential learning approaches into mathematics education to engage non -math majors and students who struggle with the subject. Real-life applications, such as budgeting or life management, enhance the perceived relevance of mathematics, encouraging intrinsic motivation and engagement. Collaborative problem -solving activities, like group projects, encourage peer interaction, build confidence, and develop critical thinking skills, aligning with the expectancy -value theory by increasing both success expectations and task value. By emphasizing the practical applications of mathematical concepts—such as budgeting, time management, and business planning

This study aims to determine; 1) the effect of using creative problem-solving learning models on mathematical problem-solving abilities, 2) the influence of learning motivation on mathematical problem-solving abilities, 3) the influence of students' self-efficacy on mathematical problem-solving abilities, 4) interactions between creative problem-solving learning models with students' learning motivation towards mathematical problem-solving abilities, 5) interaction between creative problem-solving learning models with self-efficacy on mathematical problem-solving abilities, 6) interactions between learning motivation and selfefficacy on mathematical problem-solving abilities and 7) interactions between models learning creative problem solving, learning motivation and self-efficacy together on mathematical problem-solving abilities. The method used in this research is an experimental research method. A sample of 70 students was taken using the cluster random sampling technique. The data analysis used was the three-way Anava technique and the follow-up test used a multiple comparison test. The results showed that: 1) creative problemsolving learning models more effectively influence problem-solving abilities than conventional learning models, 2) high learning motivation is more effective in influencing mathematical problem-solving abilities than moderate learning motivation and low learning motivation, 3) high self-efficacy more effective in influencing mathematical problem-solving abilities than moderate selfefficacy and low self-efficacy, 4) there is no effect of differences in learning models with learning motivation on mathematical problem-solving abilities, 5) there is no difference between learning models and self-efficacy on solving abilities problem, 6) high learning motivation with moderate self-efficacy most effectively affects mathematical problem-solving abilities, 7). Creative problem-solving learning model, high learning motivation with moderate self-efficacy most effectively affect mathematical problem-solving abilities.

Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical relationships among cognitive evaluation theory, achievement goal theory, and self-regulated learning strategies in the context of the classroom. Superficial learning strategies were linked to extrinsic motivation, while intrinsic motivation determined deep cognitive and metacognitive strategy usage. Perceived autonomy, perceived competence, and task mastery orientation mediated the classroom environment’s effect on intrinsic motivation. These findings suggest that active applicationoriented experience delivered by enthusiastic faculty, who provide high interaction, supportive feedback, and clear goals that emphasize learning over grades, will increase intrinsic motivation and the use of self-regulated learning strategies. Teaching guidelines and pedagogical examples for enhancing intrinsic motivation are provided.

The expectancy-value motivation theory postulates that motivation can be achieved when perceived values in an activity override perceived cost of the activity derived from the effort of achieving. This study was designed to examine types of perceived cost in physical education and the extent to which the cost might affect motivation. Data about attainment, intrinsic, and utility values in physical education were collected using surveys from college students ( n = 368) in China. Perceived cost was investigated through open-ended written responses and interviews. Disappointment about the curriculum emerged as a major cost to motivation and lack of student autonomy was identified as a direct demotivating factor. Despite the cost, most of the students (92%) indicated they would, if given a choice, elect to continue physical education for health benefits and broader motivational impact in life, suggesting that strong positive values of physical activity might override the impact of cost. The findings suggest the importance of emphasizing positive values of physical activity in physical education.