Mathematical Anxiety’s Mediating Significance in the Relationship between Self-Efficacy and Mathematical Efficiency

This study investigated the mediating significance of Mathematical Anxiety in the relationship between Self-efficacy and Mathematical Efficiency among senior high school students at Lorenzo S. Sarmiento Sr. National High School. This quantitative study involved 270 students and utilized a descriptive-correlational research design with mediation analysis. The findings revealed that self-efficacy has a strong positive relationship with mathematical efficiency, while mathematical anxiety has a strong negative relationship with both variables. Furthermore, all self-efficacy indicators: mastery experience, vicarious learning, social persuasion, and affective state has significantly influenced students’ mathematical efficiency. Multiple regression analysis confirmed that both self-efficacy and mathematical anxiety significantly contribute to mathematical efficiency. Sobel’s Test established that mathematical anxiety significantly mediates the relationship between self-efficacy and mathematical efficiency. These results underscore the crucial role of emotional and cognitive factors in enhancing students’ mathematical performance. The findings suggest the need for intervention programs that promote confidence and reduce anxiety to boost mathematical success.