The present study investigated high school Turkish students’ mathematics attitudes, self-efficacy, and anxiety in terms of their gender and grade level, and the association among those elements. For the purpose of investigating distinctions in attitude, self-efficacy, and anxiety regarding gender and grade level, one-way ANOVAs and independent sample t-tests were carried out, respectively. Also, the Pearson product-moment correlation was utilized to examine the connection among students’ mathematics attitude, self-efficacy, and anxiety. The findings showed that while students' attitudes and anxiety scores in mathematics did not differ by gender, significant differences existed in their mathematics self-efficacy scores regarding gender. Furthermore, a significant mean difference existed between 10th grade and 12th grade students, and 10th grade and graduated students concerning mathematics attitude. Furthermore, a significant mean difference was observed between 10th grade and graduated students concerning mathematics self-efficacy as well as between 10th grade and 12th grade students in terms of mathematics anxiety. Findings also confirmed the strong association among mathematics attitude, self-efficacy, and anxiety.
Cere et al. (Wed,) studied this question.