Asian Research Journal of Mathematics

Aims: This study investigated the relationships among mathematics self-efficacy, mathematics anxiety, and academic performance among college students at the University of Eastern Philippines.

Study Design: A descriptive-correlational design was employed to explore the associations among the variables.

Place of Study: The research was conducted at the College of Science, University of Eastern Philippines.

Methodology: A total of 127 undergraduate students participated. Validated Likert-scale questionnaires were used to measure mathematics self-efficacy and anxiety, while academic performance was assessed through official mathematics course grades. Data were analyzed using descriptive statistics and Pearson’s correlation coefficient.

Results: Students demonstrated moderate levels of mathematics self-efficacy (M = 3.34) and mathematics anxiety (M = 3.27). Academic performance data showed that 33.86% of participants obtained grades between 75 and 78, with relatively few achieving high marks. Correlational analysis revealed a moderate positive relationship between mathematics self-efficacy and mathematics anxiety (r = .65), contrary to existing literature that generally reports a negative association. Both self-efficacy and anxiety exhibited weak negative correlations with academic performance (r = –.094 and r = –.105, respectively).

Conclusion: Findings suggest that students may simultaneously experience confidence and anxiety in mathematics, potentially due to contextual or cultural factors. The weak correlations with academic performance indicate the presence of other mediating influences such as instructional quality, assessment methods, or psychological support. The study recommends targeted interventions to enhance mathematical identity, reduce anxiety in evaluative settings, and promote evidence-based teaching practices to improve learning outcomes.