Investigating the Impact of Mathematics Anxiety on College Students' Learning and Performance

Abstract

Mathematics anxiety (MA) is a psychological disorder that affects students' ability to  participate in and complete mathematical tasks. This study used a mixed method (questionnaire  survey and in-depth interview) to explore the relationship between math anxiety, self-efficacy  and problem-solving ability among college students. The study used a combination of qualitative  and quantitative  data  collection methods.  Quantitative  analysis  found  that math  anxiety was  negatively correlated with academic performance, confirming that higher levels of math anxiety  were  associated  with  poorer  academic  achievement.  In  addition,  self-efficacy  played  a  key  mediating role in this relationship - students with high self-efficacy showed stronger problem-  solving  ability  even  when  anxious.  This  study  provides  a  new  theoretical  perspective  for  understanding math anxiety by linking math anxiety with cognitive load theory. Cognitive load  theory holds that anxiety overconsumes brain resources, which are necessary for problem solving. The study focused on problem-solving ability and self-efficacy theory, which holds that students'  perceptions of their own abilities have a decisive influence on their academic achievement. The  results  emphasize  the  need  to  simultaneously  address  anxiety  and  improve  self-efficacy  in  education. Practical implications include: implementing targeted teaching interventions (such as  anxiety relief strategies, confidence-enhancing exercises, positive reinforcement, mindfulness,  and  peer   support)   to   create   a   supportive   learning   environment   and   improve   students'  psychological state and academic performance.