ABSTRACT The middle school period holds critical importance in the formation of interest, identity, and ability in the field of mathematics, as well as in career orientation. There is a need for research aimed at identifying the variables that relate to students' interest in mathematics careers during this period. This study aimed to examine the relationship of mathematics anxiety and mathematical motivation on middle school students' interest in mathematics careers using a structural equation model. The study was conducted within a survey model and involved the participation of 709 middle school students (354 girls, 355 boys) from Türkiye. The data collection instruments included a personal information form, the Mathematics Anxiety Scale, the Mathematical Motivation Scale, and the Mathematics Career Interest Scale. The data were examined through structural equation modeling. The results revealed that mathematics anxiety negatively predicted mathematics career interest, whereas mathematical motivation positively predicted mathematics career interest. In addition, the relationship between mathematics anxiety and mathematics career interest was found to be mediated through mathematical motivation, indicating that mathematical motivation served as a full mediator in this relationship. The relationship of mathematics anxiety and mathematical motivation on students' mathematics career interest was discussed, and recommendations were offered accordingly.
Veli Ünlü (Thu,) studied this question.