Existing literature has paid little attention to the role that motivational variables have on the academic performance of mathematics students in Peru. The objective of the study was to determine the relationship between motivation and its dimensions and academic performance in this subject. A cross-sectional and correlational study was carried out in a sample of 251 first-cycle Peruvian undergraduate mathematics students using an electronic questionnaire. The students’ academic performance was measured by their records of the Mathematics course. The motivation was assessed using a self-report instrument designed to assess students’ intrinsic motivation, extrinsic motivation, and demotivation through 28 items. For statistical processing, Spearman’s Rho coefficient and a linear regression analysis were taken into account. It was concluded that there is a weak correlation between academic performance and motivation (r = 0.222, p = 0.001 ), in the same way as intrinsic motivation (r = 0.242, p = 0.001 ) and extrinsic (r = 0.117, p = 0.003 ) and a weak correlation with the demotivation dimension (r = 0.142, p = 0.024 ). With regard to linear regression, all dimensions of motivation were predictive of academic performance; intrinsic motivation explains a 27.2% of academic performance (β = 0.732; p = 0.011 ); extrinsic motivation explains a 16.8% of academic performance (β = 0.556; p = 0.001 ), and demotivation a 12.4% (β = 0.427; p = 0.008 ). This research provides a clear contribution with results on the association between motivation and academic performance in mathematics. This study suggests that universities, teachers, and students’ families take the necessary measures and provide stimulation to increase their motivation. In the same way, it is suggested that the university, in general, implements strategies to involve the student so that the student is always clear about the reason why they are at university and finish the degree they have started.

Background: In Peru, there are some concerning difficulties in ascertaining the situation of sexually transmitted diseases, which makes it even more difficult to prevent and improve this situation. Objective: The objective of this article was to inquire what knowledge the students at a Peruvian university have about HIV/AIDS in order to determine the relationship between this knowledge and attitude towards sexuality. Methods: This was a cross-sectional study with a non-experimental design, involving a quantitative approach and a correlation measurement. 294 students were included in the study. The data collection technique used was the survey for each study variable with a Cronbach's alpha of .884 for the first variable and .704 for the second variable. Spearman's Rho coefficient correlation test was used to contrast the results. Results: Among the results, a significant and reverse correlation was obtained between knowledge about HIV/AIDS and attitudes towards sexuality (r = -.304, p-value = .000). Likewise, only 54.8% of the students were found to have adequate knowledge regarding HIV/AIDS and 75.17% had normal attitude towards sexuality. Conclusion: It has been concluded that the more the adequate knowledge about HIV, the less students present risk-taking attitudes towards sexuality, and given the evidence of risky sexual behaviour in all age groups, as well as a significant number engaging in regular risk sexual behaviour, we suggest that universities implement sex education programs permanently regardless of the academic cycle.