Predicting Mathematics Anxiety: The Role of Mathematics Self-efficacy

Abstract

The present paper examined the effects of the variables- perceived teacher math self-efficacy, perceived parental math self-efficacy, self-regulation, and student math self-efficacy on students’ mathematics anxiety in higher education. Considering the importance of mathematics achievement and its relation to mathematics anxiety, the understanding of the factors that generate mathematics anxiety is essential. The objective of the present paper was to build an extrapolative model of college students’ mathematics anxiety based on the variables-perceived parental mathematics self–efficacy, perceived teacher mathematics selfefficacy as the exogenous variables, and self-regulation and students’ mathematics selfefficacy acting as the mediating variables, by using structural equation technique. The findings of the present study confirmed that mathematics self-efficacy is negatively and directly related to students’ mathematics anxiety, self-regulation is directly and positively related to selfefficacy and perceived teacher self-efficacy is directly and significantly related to selfregulation.