Scope and Method of Study: Calculus has been viewed as a critical filter among freshmen engineering students. Since passing the entry level calculus course is crucial, research studies have focused on identifying factors that predict calculus course success. This study uses expectancy-value theory to identify factors associated with calculus course success. Eight theoretical expectancy-value variables were tested. These included four expectancy-related variables and four value-related variables. The expectancy-related variables identified in this study were total number of mathematics courses taken at junior and high school level, ACT composite, ACT math, and high school GPA. The value-related variables used in this study were utility value, class engagement, help-seeking behavior, and self-regulated learning. Two hundred and ninety five freshmen engineering students enrolled in an entry level calculus course participated in this study.

Findings and Conclusions: Bivariate correlation and path analysis via multiple regression were used. The results showed that the two sets of expectancy-value variables measured their respective constructs. The analysis identified high school GPA, ACT math, Utility value, and Help-seeking behavior as strong predictors of calculus course success, accounting for 39.8 % of variance in calculus course success.