Reframing aspirations for mathematics learning: exploring underachieving students’ voices through self-determination theory

Underachieving students are often assumed to be disengaged from mathematics learning, yet their perspectives on motivation and learning aspirations remain underexplored. This study investigates the mathematics learning wishes of underachieving students through the lens of Self-Determination Theory (SDT). Using an open-ended ‘one wish’ prompt, we thematically analysed responses from 226 students (Years 2–9) participating in a school-based numeracy intervention in Victoria, Australia. Importantly, this study represents an approximate replication of Wilkie and Sullivan (Citation2018), enabling comparison between underachieving students and a mixed-attainment cohort. Findings show that although students’ aspirations aligned with SDT's needs for competence, autonomy and relatedness, they differed from prior mixed-attainment studies. Fewer students focused on improving performance, instead emphasising instructional conditions, task design and social learning. Some sought easier work, indicating competence frustration rather than disengagement and the need for structured support to rebuild competence. Students also desired greater agency and peer and teacher support, highlighting the interplay of autonomy and relatedness in sustaining engagement. These findings extend research on student motivation by showing how underachieving students express their learning needs and aspirations, highlighting the role of student voice in shaping instruction that supports sustained engagement and self-determined learning in mathematics.