Unraveling the link: math anxiety’s role in the relationship between math self-efficacy and math achievement
DOI:
https://doi.org/10.48017/dj.v10i1.2994Keywords:
course anxiety, task anxiety, test anxietyAbstract
Teachers and parents closely monitor students' progress in mathematics, recognizing its pivotal role in shaping their perspectives and unlocking diverse career opportunities. Despite extensive research aimed at enhancing mathematical achievement, certain factors remain crucial, notably mathematics anxiety and self-efficacy. This study investigates the interplay among these constructs, particularly focusing on the role of mathematics anxiety in mediating the relationship between math self-efficacy and overall mathematical performance among senior high school students. Involving 471 participants, this research employed a survey-based approach utilizing an adapted questionnaire. Correlation analysis revealed a significant association between math self-efficacy and academic achievement. Regression analysis further elucidated that mathematics anxiety serves as a partial mediator in this relationship. Notably, the findings suggest that reducing levels of math anxiety strengthens the positive influence of math self-efficacy on students' mathematical performance. These insights offer valuable implications for educational interventions aimed at fostering a supportive environment conducive to mathematical learning and achievement
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