Abstract:
This study aims to analyze the relationship between secondary school seventh grade students’ perception of mathematical
self-efficacy, mistake-handling learning awareness, and mathematical anxiety; and to define the power of
mistake-handling learning and self-efficacy in predicting mathematical anxiety. In this study, relational model was used
and the research group consisted of 323 seventh grade students whose ages range from 12 to 14. According to the findings
of the study, when the relationship between mathematical anxiety, self-efficacy, and mistake-handling learning is
analyzed, it is observed that there are significant relationships between mathematical anxieties, self-efficacy, and
mistake-handling learning. Furthermore, mathematical self-efficacy and mistake-handling learning explain 51% of the
total variance of the mathematical anxiety.
