Abstract:

This study aims to analyze the anxiety, attitude and self-efficacy perceptions of middle school students towards mathematics and to reveal the relations between these three affective variables. This correlational study is carried out with 246 students studying at a state middle school in Turkey. Mathematics Anxiety Scale, Mathematics Self-Efficacy Perception Scale and Mathematics Attitude Scale were used as data collection tools. Descriptive and inferential statistics were executed to the obtained data. The results show low mathematical anxiety, but a high level of attitude and self-efficacy perception of students towards mathematics. Relations between anxiety, attitude and self-efficacy perceptions of students towards mathematics are found to be statistically significant. These relations are negative between mathematical anxiety and attitude towards mathematics and self-efficacy perception; while the relation between attitude towards mathematics and self-efficacy perception regarding mathematics is positive. Moreover, it is found out that a major part of the change in selfefficacy perception of students towards mathematics (47%) can be explained by mathematical anxiety and attitude of students towards mathematics.

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