Özet:

This study aimed to investigate the relationships between secondary school students’ motivational beliefs concerning the mathematics course and their mathematics anxiety. The study was conducted on 246 secondary school students receiving education a major city center in Central Anatolia. 44.7 % of the students (n=110) were female whereas 55.3 % of them were male (n=136). 28.5 % of the students (n=70) were 6th graders, 36.5 % (n=90) were 7th graders and 35% (n=86) were 8th graders. The Motivated Strategies for Learning Questionnaire and Mathematics Anxiety Scale were used to collect the data. The data that were obtained were evaluated using the canonical correlation analysis (CCA). According to the first CCA results, it was understood that students with high intrinsic goal orientation, task value, control beliefs for learning and self-efficacy perception, and low test anxiety had more self-confidence regarding mathematics and experienced less anxiety concerning mathematics in classes, examinations and daily life. According to the results of the second CCA, it was concluded that students with high intrinsic goal orientation, extrinsic goal orientation and task value but low test anxiety experienced less anxiety with regard to mathematics course. On the other hand, according to the results of the third CCA, it was understood that students with high control beliefs for learning had more self-confidence concerning mathematics. The data that were obtained were discussed in the light of theoretical explanations and some suggestions were made

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