The Impact of Self-Efficacy on

Math Anxiety in Junior High

School
MEMBERS

Agda, Sebastian Jacob R.

Amar, Megan Andrea
Esteban, Martin John Elezear D.
Fabela, Jimm Leowell
Felices, Intel Cherish M.
Fontanilla, Gabriel Jon L.
Guacena, Rhian Carla C.
Libo-on, Carl Arvi
Sanguyo, Meia V.
Santos, West Xander Y.

Grade 10-Noble
May 6, 2025
Introduction
Math anxiety is common among students; it affects their academic
performance in math and overall perception of the subject. When students
experience math anxiety, they find it hard to focus, doubt themselves and even avoid
math-related tasks. With math anxiety, this can lead to their self-efficacy with the
subject to diminish.

Since self-efficacy is essential to math (Zakariya, 2022), having low

confidence may give them even more struggles so it is the researchers goal to
investigate how math anxiety affects academic performance and psychological well-
being. Additionally, being able to identify the relationship between math anxiety and
self-efficacy, understand how self-efficacy affects math experiences, and be able to
offer techniques that help increase confidence in math so that when it comes to math
students may be able to approach and engage with math with less struggle.
Background of the Study
Math is often seen as difficult, and those who excel at it are perceived as intelligent,
creating pressure that leads to math anxiety (Rubinsten, 2017). Math anxiety, characterized by
tension and unease, hinders numerical manipulation and problem-solving (Dowker et al., 2016).
Students with math anxiety may freeze when asked questions, experience mental blocks (Staff,
2024), and doubt their abilities, which negatively impacts their self-efficacy in math.

Furthermore, Math anxiety not only lowers self-efficacy but also has psychological
effects, such as increased heart rate, clammy hands, and stomach upset (Luttenberger, et al.,
2018). This anxiety creates a cycle where poor math performance triggers more anxiety, further
weakening performance and self-confidence (Luttenberger et al., 2018). Math anxiety
discourages students from pursuing STEM fields (Arranz, 2021), limiting their educational and
career options. The research aims to explore how varying levels of self-efficacy predict different
degrees of math anxiety and how self-efficacy influences engagement with different types of math
tasks among junior high students, addressing the gaps in previous studies.
Statement of the
Problem
The problem of the study that we need to determine is the impact of self-efficacy on Junior High
School students with Math Anxiety. This study seeks to answer the following questions.
1. How do different levels of self-efficacy affect math anxiety?

a. High levels of self-efficacy

b. Moderate levels of self-efficacy

c. Low levels of self-efficacy

2. What is the impact of self-efficacy levels and math anxiety in different types of math problems?

a. Abstract math problems

b. Real-world math problems

3. Are there any personal strategies that the student used to increase his/her self-efficacy for their math
anxiety?
Literature Review
Siswanti and Djalal (2017) conducted a pivotal study among junior high school students in
Makassar, revealing a significant inverse relationship between self-efficacy and mathematical
anxiety. Their findings showed that students with higher self-efficacy experienced substantially lower
levels of math anxiety, with self-efficacy accounting for nearly half of the variance in anxiety levels.
This underscores the powerful role that self-belief plays in shaping students’ emotional responses to
mathematics and highlights the importance of interventions that strengthen self-efficacy to improve
math outcomes. The study emphasized that fostering a supportive learning environment and
providing opportunities for students to experience success can be instrumental in building self-
efficacy. By identifying self-efficacy as a key factor, Siswanti and Djalal’s research provides a strong
foundation for understanding how psychological constructs influence students’ engagement and
performance in mathematics.
Literature Review
Building on this understanding, Hembree (2016) further demonstrated the critical role of
self-efficacy in predicting math anxiety among middle school students. Hembree’s research not only
confirmed that confident students experience less anxiety and perform better academically, but also
provided evidence that targeted interventions to boost self-efficacy can directly reduce math anxiety
and enhance math achievement. This aligns with Siswanti and Djalal’s findings, reinforcing the idea
that fostering self-efficacy is a key strategy for addressing math anxiety in educational settings.
Hembree highlighted the effectiveness of specific interventions, such as positive reinforcement and
skills training, in helping students develop a stronger sense of competence in mathematics. The
study’s results suggest that educational programs should prioritize building students’ confidence as a
means to promote both emotional well-being and academic success.
Literature Review
Adding a local perspective, Ablian and Parangat (2020) examined Filipino junior high school
students and found similar patterns: students with strong self-efficacy were more engaged,
persistent, and successful in mathematics, while those with lower self-efficacy were more prone to
anxiety and avoidance. Their study highlighted that interventions aimed at building self-efficacy were
effective in reducing math anxiety, echoing the conclusions of both Siswanti and Djalal (2017) and
Hembree (2016). The researchers also noted that cultural and contextual factors, such as supportive
teachers and positive peer interactions, play a significant role in shaping students’ beliefs about their
mathematical abilities. By focusing on the Philippine context, Ablian and Parangat’s work
demonstrates that the relationship between self-efficacy and math anxiety is consistent across
different educational systems and cultural backgrounds. Collectively, these studies provide robust
international and local evidence that self-efficacy is a crucial factor in mitigating math anxiety and
improving academic performance among junior high school students.
METHODOLO
GY
Research Design

This study utilized a descriptive research design with a quantitative approach to

systematically observe, describe, and analyze the relationship between self-efficacy
and math anxiety among students. By employing statistical methods to measure and
scale self-efficacy and math anxiety, the researchers were able to document students’
behaviors and responses without manipulating any variables. This approach allowed
for an objective analysis of how self-efficacy impacts math anxiety and how it affects
students’ experiences with different types of math problems, providing a
comprehensive summary of students’ views and experiences based on them

questionnaire responses.
Population and
Sample /
Participants of the
Study The study targeted all 436 Grade 7 to Grade 9 students, with a sample size of 209
determined using Slovin’s Formula at a 0.05 margin of error. The sample was proportionally
distributed across the three grade levels, with 70 respondents each from Grades 7 and 8, and 69
from Grade 9. Each grade’s respondents were further divided among four sections, with sections
randomly assigned either 17 or 18 participants to ensure fair representation. Stratified sampling by
grade level was used, and within each grade, the Random Numbers Method ensured random and
unbiased selection of sections and respondents. This approach guaranteed that the sample
accurately reflected the population’s structure and maintained fairness and transparency throughout
the selection process.
Statistical Treatment
of Data
The researchers distributed questionnaires to all sections of Grades 7, 8, and 9,
then compiled and analyzed the responses to assess the impact of self-efficacy on
math anxiety. The sample size was determined using Slovin’s Formula with a 5%
margin of error, ensuring accurate representation of the 436 junior high school
students. Data analysis included calculating percentages to determine the self-efficacy
levels of the respondents and using a 4-point Likert scale to measure both self-efficacy
and math anxiety. Weighted mean and mean calculations were employed to identify
trends and overall patterns in students’ responses, providing insight into their
perceptions of self-efficacy and levels of math anxiety.
Presentation of
Data
Table 1

Out of 209 students, 43% have moderate self-efficacy, 36% have low self-
efficacy, and 21% have high self-efficacy in math. The majority fall into the moderate
category. This shows most students are only somewhat confident in their math abilities.
 Table 2
STATEMENTS SD(1) D(2) A(3) SA(4) wx̄ QR
I feel nervous when solving mathematical equations, especially complex ones. 13 (13) 10 (20) 9 (27) 11 (44) 2.42 Disagree

I get anxious when I see a long equation with multiple steps. 4 (4) 14 (28) 13 (39) 12 (48) 2.77 Agree
When solving equations, I sometimes second-guess myself even when I know the
correct method.
6 (6) 7 (14) 18 (54) 12 (48) 2.84 Agree

I feel overwhelmed when I encounter mathematical symbols and formulas in

equations.
6 (6) 13 (26) 16 (48) 8 (32) 2.6 Agree

I feel discouraged when I cannot immediately solve a mathematical equation. 8 (8) 17 (34) 11 (33) 7 (28) 2.4 Disagree
I experience stress when solving equations under time pressure. 6 (6) 7 (14) 16 (48) 14 (56) 2.88 Agree
I avoid solving equations if I think they will be too difficult. 10 (10) 11 (22) 14 (42) 8 (32) 2.47 Disagree
My hands feel sweaty or my heart beats faster when I struggle with a math
equation.
14 (!4) 11 (22) 12 (36) 6 (24) 2.23 Disagree
I worry about making mistakes when solving equations, even if I understand the
concept.
8 (8) 5 (10) 17 (51) 13 (52) 2.81 Agree

Even when I prepare, I still feel anxious when working on equations. 8 (8) 10 (20) 10 (30) 15 (60) 2.74 Agree

x̄ 2.67 Agree

High self-efficacy students have a grand mean of 2.67 for math anxiety in
abstract problems. Most responses are between “Disagree” and “Agree.” The lowest
mean is 2.23 (physical symptoms), and the highest is 2.88 (stress under time
pressure).
 Table 2.1 STATEMENTS SD(1) D(2) A(3) SA(4) wx̄ QR
I feel anxious when I read a word problem and don't immediately know how to solve it. 6 (6) 12 (24) 16 (48) 9 (36) 2.65 Agree

I worry that I will misunderstand key details when solving word problems. 3 (3) 15 (30) 16 (48) 9 (36) 2.72 Agree

My mind goes blank when I see a long or complex word problem. 5 (5) 16 (32) 12 (36) 10 (40) 2.63 Agree

I feel stressed when word problems require multiple steps to solve. 6 (6) 10 (20) 17 (51) 10 (40) 2.72 Agree

I sometimes avoid word problems because I feel unsure about how to start. 6 (6) 14 (28) 14 (42) 9 (36) 2.6 Agree

I feel pressured to solve word problems quickly, which makes me more anxious. 6 (6) 16 (32) 11 (33) 10 (40) 2.58 Agree

I get frustrated when I cannot figure out the correct equation for a word problem. 3 (3) 12 (24) 16 (48) 12 (48) 2.86 Agree
I feel less confident in my math abilities when solving word problems compared to
solving direct equations.
9 (9) 11 (22) 15 (45) 8 (32) 2.51 Agree

I worry that I will misinterpret real-world scenarios in word problems. 7 (7) 12 (24) 17 (51) 7 (28) 2.56 Agree

Even when I practice, I still feel uneasy when working on word problems. 9 (9) 12 (24) 16 (48) 6 (24) 2.44 Disagree

x̄ 2.63 Agree

For real-world problems, high self-efficacy students have a grand mean of

2.63. Most items are rated “Agree.” The highest mean is 2.86 (frustration), and the
lowest is 2.44 (uneasiness after practice).
 Table 3
STATEMENTS SD(1) D(2) A(3) SA(4) wx̄ QR
I feel nervous when solving mathematical equations, especially complex ones. 7 (7) 25 (50) 41 (123) 17 (68) 2.76 Agree

I get anxious when I see a long equation with multiple steps. 4 (4) 24 (48) 37 (111) 25 (100) 2.92 Agree
When solving equations, I sometimes second-guess myself even when I know the
correct method.
3 (3) 13 (26) 45 (135) 29 (116) 3.1 Agree

I feel overwhelmed when I encounter mathematical symbols and formulas in

equations.
6 (6) 22 (44) 41 (123) 21 (84) 2.86 Agree

I feel discouraged when I cannot immediately solve a mathematical equation. 9 (9) 31 (62) 37 (111) 13 (52) 2.6 Agree

I experience stress when solving equations under time pressure. 7 (7) 16 (32) 32 (96) 35 (140) 3.06 Agree

I avoid solving equations if I think they will be too difficult. 14 (14) 31 (62) 21 (63) 24 (96) 2.61 Agree
My hands feel sweaty or my heart beats faster when I struggle with a math
equation.
16 (16) 37 (74) 19 (57) 18 (72) 2.43 Disagree
I worry about making mistakes when solving equations, even if I understand the
concept.
4 (4) 14 (28) 48 (144) 24 (96) 3.02 Agree

Even when I prepare, I still feel anxious when working on equations. 9 (9) 19 (38) 40 (120) 22 (88) 2.83 Agree

x̄ 2.82 Agree

Moderate self-efficacy students have a grand mean of 2.82 for abstract math
anxiety. Means range from 2.43 (physical symptoms) to 3.10 (second-guessing).
Most responses are in the “Agree” category.
 Table 3.1 STATEMENTS SD(1) D(2) A(3) SA(4) wx̄ QR
I feel anxious when I read a word problem and don't immediately know how to solve it. 6 (6) 23 (46) 38 (114) 23 (92) 2.87 Agree

I worry that I will misunderstand key details when solving word problems. 2 (2) 19 (38) 45 (135) 24 (96) 3.01 Agree

My mind goes blank when I see a long or complex word problem. 9 (9) 21 (42) 41 (123) 19 (76) 2.78 Agree

I feel stressed when word problems require multiple steps to solve. 4 (4) 26 (52) 39 (117) 21 (84) 2.86 Agree

I sometimes avoid word problems because I feel unsure about how to start. 8 (8) 31 (62) 39 (117) 12 (48) 2.61 Agree
I feel pressured to solve word problems quickly, which makes me more anxious. 3 (3) 19 (38) 36 (108) 32 (128) 3.08 Agree
I get frustrated when I cannot figure out the correct equation for a word problem. 3 (3) 17 (34) 46 (138) 24 (96) 3.01 Agree
I feel less confident in my math abilities when solving word problems compared to
solving direct equations.
6 (6) 26 (52) 37 (111) 21 (84) 2.81 Agree

I worry that I will misinterpret real-world scenarios in word problems. 7 (7) 21 (42) 33 (99) 29 (116) 2.93 Agree

Even when I practice, I still feel uneasy when working on word problems. 6 (6) 28 (56) 41 (123) 15 (60) 2.72 Agree

x̄ 2.87 Agree

In real-world problems, moderate self-efficacy students have a grand mean

of 2.87. The highest mean is 3.08 (pressure to solve quickly), and the lowest is 2.61
(avoidance). Most items are rated “Agree.”
 Table 4
STATEMENTS SD(1) D(2) A(3) SA(4) wx̄ QR
I feel nervous when solving mathematical equations, especially complex ones. 6 (6) 11 (22) 22 (66) 37 (148) 3.13 Agree

I get anxious when I see a long equation with multiple steps. 7 (7) 9 (18) 27 (81) 33 (132) 3.11 Agree
When solving equations, I sometimes second-guess myself even when I know the
correct method.
7 (7) 12 (24) 23 (69) 34 (136) 3.25 Agree

I feel overwhelmed when I encounter mathematical symbols and formulas in

equations.
5 (5) 6 (12) 30 (90) 35 (140) 3.07 Agree

I feel discouraged when I cannot immediately solve a mathematical equation. 11 (11) 8 (16) 22 (66) 35 (140) 3.14 Agree

I experience stress when solving equations under time pressure. 8 (8) 9 (18) 23 (69) 36 (144) 3.03 Agree

I avoid solving equations if I think they will be too difficult. 9 (9) 11 (22) 25 (75) 31 (124) 3.13 Agree
My hands feel sweaty or my heart beats faster when I struggle with a math
equation.
6 (6) 11 (22) 26 (78) 33 (132) 3.03 Agree
I worry about making mistakes when solving equations, even if I understand the
concept.
10 (10) 9 (18) 26 (78) 31 (124) 3.04 Agree

Even when I prepare, I still feel anxious when working on equations. 7 (7) 12 (24) 28 (84) 29 (116) 3.13 Agree

x̄ 3.11 Agree

Low self-efficacy students have a grand mean of 3.11 for abstract math
anxiety. All items are rated “Agree.” The highest mean is 3.25 (second-guessing),
and the lowest is 3.03 (physical symptoms).
 Table 4.1 STATEMENTS SD(1) D(2) A(3) SA(4) wx̄ QR
Strongly
I feel anxious when I read a word problem and don't immediately know how to solve it. 5 (5) 10 (20) 19 (57) 42 (168) 3.29
Agree
I worry that I will misunderstand key details when solving word problems. 6 (6) 10 (20) 23 (69) 37 (148) 3.2 Agree

My mind goes blank when I see a long or complex word problem. 5 (5) 11 (22) 24 (72) 36 (144) 3.2 Agree

Strongly
I feel stressed when word problems require multiple steps to solve. 7 (7) 5 (10) 23 (69) 41 (164) 3.29
Agree
I sometimes avoid word problems because I feel unsure about how to start. 9 (9) 8 (16) 23 (69) 36 (144) 3.13 Agree

I feel pressured to solve word problems quickly, which makes me more anxious. 4 (4) 13 (26) 20 (60) 39 (156) 3.24 Agree

I get frustrated when I cannot figure out the correct equation for a word problem. 6 (6) 9 (18) 21 (63) 40 (160) 3.25 Agree
I feel less confident in my math abilities when solving word problems compared to
solving direct equations.
5 (5) 11 (22) 25 (75) 35 (140) 3.18 Agree

I worry that I will misinterpret real-world scenarios in word problems. 5 (5) 11 (22) 26 (78) 34 (136) 3.17 Agree

Even when I practice, I still feel uneasy when working on word problems. 8 (8) 9 (18) 22 (66) 37 (148) 3.16 Agree

x̄ 3.21 Agree

For real-world problems, low self-efficacy students have a grand mean of

3.21. The highest means are 3.29 (anxiety when unsure and stress with multi-step
problems). All items are rated “Agree” or “Strongly Agree.”
Table 5.

The overall mean for personal strategies is 2.85. The most used strategies
are watching tutorials and believing in improvement (means of 3.05). Practicing
math regularly is least used (mean of 2.44).
 STATEMENTS High Self-efficacy Moderate Self- Low Self-efficacy
Levels efficacy Levels Levels

Table 6
wx̄ QD wx̄ QD wx̄ QD
I feel anxious when I read a word problem and don't
immediately know how to solve it.
2.42 Disagree 2.76 Agree 3.13 Agree
I worry that I will misunderstand key details when solving
word problems.
2.77 Agree 2.92 Agree 3.11 Agree
My mind goes blank when I see a long or complex word
problem.
2.84 Agree 3.1 Agree 3.25 Agree
I feel stressed when word problems require multiple steps
to solve.
2.6 Agree 2.86 Agree 3.07 Agree
I sometimes avoid word problems because I feel unsure
about how to start.
2.4 Disagree 2.6 Agree 3.14 Agree
I feel pressured to solve word problems quickly, which
makes me more anxious.
2.88 Agree 3.06 Agree 3.03 Agree
I get frustrated when I cannot figure out the correct
equation for a word problem.
2.47 Disagree 2.61 Agree 3.13 Agree

I feel less confident in my math abilities when solving word

problems compared to solving direct equations.
2.23 Disagree 2.43 Disagree 3.03 Agree

I worry that I will misinterpret real-world scenarios in word

problems.
2.81 Agree 3.02 Agree 3.04 Agree
Even when I practice, I still feel uneasy when working on
word problems.
2.74 Agree 2.83 Agree 3.13 Agree

x̄
2.67 Agree 2.82 Agree 3.11 Agree

For abstract problems, the grand means are high self-efficacy 2.67,
moderate 2.82, and low 3.11. Anxiety increases as self-efficacy decreases. This trend
is consistent across all groups.
 STATEMENTS High Self-efficacy Moderate Self- Low Self-efficacy
Levels efficacy Levels Levels

Table 7
wx̄ QD wx̄ QD wx̄ QD
I feel anxious when I read a word problem and don't Strongly
immediately know how to solve it.
2.65 Agree 2.87 Agree 3.29
Agree
I worry that I will misunderstand key details when solving
word problems.
2.72 Agree 3.01 Agree 3.2 Agree
My mind goes blank when I see a long or complex word
problem.
2.63 Agree 2.78 Agree 3.2 Agree

I feel stressed when word problems require multiple steps Strongly

to solve.
2.72 Agree 2.86 Agree 3.29
Agree
I sometimes avoid word problems because I feel unsure
about how to start.
2.6 Agree 2.61 Agree 3.13 Agree
I feel pressured to solve word problems quickly, which
makes me more anxious.
2.58 Agree 3.08 Agree 3.24 Agree
I get frustrated when I cannot figure out the correct
equation for a word problem.
2.86 Agree 3.01 Agree 3.25 Agree

I feel less confident in my math abilities when solving word

problems compared to solving direct equations.
2.51 Agree 2.81 Agree 3.18 Agree

I worry that I will misinterpret real-world scenarios in word

problems.
2.56 Agree 2.93 Agree 3.17 Agree
Even when I practice, I still feel uneasy when working on
word problems.
2.44 Disagree 2.72 Agree 3.16 Agree

x̄
2.67 Agree 2.82 Agree 3.11 Agree

For real-world problems, the grand means are high self-efficacy 2.63,
moderate 2.87, and low 3.21. Anxiety is highest for low self-efficacy students. Real-
world problems elicit the most anxiety overall.
 Summary of Findings
1. The results show that students with high self-efficacy consistently reported the lowest
levels of math anxiety, while those with moderate self-efficacy experienced moderate anxiety, and
those with low self-efficacy reported the highest anxiety. This pattern is evident in both abstract
and real-world math problems, as reflected in the grand means: high self-efficacy students had a
grand mean of 2.65, moderate self-efficacy students 2.85, and low self-efficacy students 3.16,
indicating a clear trend where math anxiety increases as self-efficacy decreases.

2. The impact of self-efficacy on math anxiety is observed across different types of math
problems. Students with high self-efficacy experienced the least anxiety in both abstract and real-
world math contexts, those with moderate self-efficacy reported moderate anxiety, and those with
low self-efficacy were most likely to feel anxious—especially with real-world problems, which
generally elicited higher anxiety scores across all groups.

3. Students reported using a range of personal strategies to manage math anxiety and build self-
efficacy, such as watching tutorials, breaking down problems, seeking help, and using positive
self-talk. However, regular practice was less common, suggesting an area for further
encouragement.
 Conclusion
1. Self-efficacy significantly influences math anxiety among junior high school students, with high
self-efficacy linked to lower anxiety and greater confidence, moderate self-efficacy to moderate
anxiety, and low self-efficacy to the highest anxiety and avoidance behaviors.

2. The type of math problem affects anxiety levels, as real-world problems generally cause more
anxiety than abstract problems, especially for students with lower self-efficacy.

3. While students use a variety of strategies to manage math anxiety, consistent and regular
practice is less common and remains an area for improvement.
 Recommendations
1. Schools and teachers should implement programs and classroom practices that build self-
efficacy, such as providing positive feedback, opportunities for success, and supportive
environments.

2. Additional instructional support should be provided for real-world math problem-solving,

particularly for students who experience higher anxiety in these contexts.

3. Students should be encouraged to adopt and maintain effective personal strategies,

including regular practice, to better manage math anxiety and build self-efficacy.

4. For future research, it is recommended to explore the long-term effects of self-efficacy

interventions and to investigate other psychological factors, such as motivation and
resilience, that may influence math anxiety and performance.