Mathematics self-efficacy and mistake-handling learning as predictors of mathematics anxiety

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.