Achievement Motivation, Self-Efficacy, and Mathematics Anxiety Among Students in Elementary School

Abstract

This study examined mathematics anxiety associated with achievement motivation and self-efficacy among students in elementary school. This study also aims to clarify the effects of these two variables on mathematics anxiety. Participants in this research were comprised of 100 students of 5th-6th grade in public elementary school. Regression analysis was used to determine association among two factors for mathematic anxiety. An independent t-test was utilized also to determine if there were differences based on demographic characteristics. Results indicate that only achievement motivation contributed to mathematic anxiety. These results call for the need to explore more about mathematics anxiety in mathematics learning in schools.