Philippines – Mathematics anxiety and students' self-confidence are not necessarily the primary factors that determine academic success in mathematics. This finding comes from a study conducted by Mary Joy L. Doroin, Jeralyn T. Cabagtong, Mijan De Silva, Marjorie B. Corocoto, Jenny A. De Oro, and Andrea T. Tenedero from the University of Eastern Philippines, Graduate Studies, published in 2026. The research found that although learners experienced moderate levels of mathematics anxiety and self-confidence, neither variable showed a significant relationship with mathematics achievement. Instead, effective teaching practices and supportive learning environments played a more influential role in sustaining students' academic success.
Mathematics continues to be regarded as one of the most challenging subjects for many students. As mathematical concepts become increasingly complex throughout school, learners often face psychological pressures such as fear of failure, examination stress, and doubts about their own abilities. Previous studies have frequently suggested that mathematics anxiety can hinder learning, while self-confidence contributes positively to academic performance. However, evidence regarding the influence of these psychological factors remains inconsistent, making further investigation necessary.
To explore these issues, the researchers employed a descriptive-correlational research design involving 32 Grade 4 to Grade 6 pupils from Cagaasan Elementary School during the 2025–2026 school year. All enrolled intermediate-level pupils participated through universal sampling. Data on mathematics anxiety and self-confidence were collected using a modified questionnaire adapted from previous research, while academic performance data were obtained from official school records. The researchers analyzed the data using descriptive statistics and Chi-square tests to examine the relationships among the study variables.
The findings revealed that students' mathematics anxiety was at a moderate level, with an overall mean score of 3.49. The greatest source of anxiety occurred when students were unable to complete mathematics exercises within the allotted time, faced examinations, or were asked to solve problems in front of the class. In contrast, basic addition problems generated the lowest level of anxiety. These results suggest that mathematics anxiety is largely situational, emerging primarily in high-pressure learning contexts rather than from mathematics itself.
The study also found that students demonstrated a moderate level of self-confidence in mathematics, with an overall mean score of 2.89. Most learners considered mathematics one of their favorite subjects and believed they could achieve good grades. Nevertheless, many remained uncertain about their ability to solve more complex mathematical problems or viewed themselves as top-performing mathematics students. This indicates that although learners generally maintain positive attitudes toward mathematics, their confidence fluctuates depending on the difficulty of the tasks they encounter.
Interestingly, students' academic performance was exceptionally strong. Approximately 68.75% of the respondents achieved general averages between 90 and 100, categorized as Outstanding, while 25% earned Very Satisfactory ratings. None of the students scored below the minimum passing standard. These findings demonstrate that many learners were able to achieve excellent academic outcomes despite experiencing moderate mathematics anxiety and only average self-confidence.
Further statistical analysis showed that age, gender, and grade level were not significantly related to mathematics anxiety, self-confidence, or academic performance. In addition, mathematics anxiety showed no significant relationship with academic performance (p = 0.180), and self-confidence also had no significant relationship with mathematics achievement (p = 0.120). These findings suggest that students can maintain high academic performance even when experiencing anxiety or lacking complete confidence in their mathematical abilities.
According to Mary Joy L. Doroin and her colleagues, students' success in mathematics is influenced more strongly by factors such as effective instructional strategies, teacher support, positive classroom environments, learning motivation, and personal resilience. Therefore, efforts to improve mathematics achievement should extend beyond reducing anxiety or increasing self-confidence. Schools and teachers are encouraged to create inclusive learning environments, provide constructive feedback, and design classroom experiences that encourage students to participate actively, solve problems confidently, and view mistakes as valuable opportunities for learning rather than reasons for fear.
Author Profile
Mary Joy L. Doroin, Jeralyn T. Cabagtong, Mijan De Silva, Marjorie B. Corocoto, Jenny A. De Oro, and Andrea T. Tenedero — University of Eastern Philippines, Graduate Studies.
Research Source
Article Title: Math Anxiety and Self-Confidence: Their Influence on Students' Academic Performance in Mathematics
Journal: East Asian Journal of Multidisciplinary Research (EAJMR), Vol. 5, No. 7, 2026.
DOI: https://doi.org/10.55927/eajmr.v5i7.235
Journal Link: https://journaleajmr.my.id/index.php/eajmr
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