Because business statistics students often experience a lack of statistical motivation, business educators need to understand the factors that influence students' motivation levels in undergraduate-level business statistics courses. The purpose of this study was to examine the role of math self-efficacy and self-compassion on students' motivation levels and the gender differences among the main variables. The regression results showed that math self-efficacy was a positive predictor of statistics motivation. Self-compassion was also found to be a partial mediator of the relationship between math self-efficacy and statistics motivation. Gender differences were also found in business students' math self-efficacy, self-compassion, and statistics motivation.