The relationship between fear of negative evaluation and math anxiety in high school students with the mediating role of math self-concept

Document Type : Original Article

Authors

1 Master of General Psychology, Faculty of Literature and Human Sciences, Gilan University, Rasht, Iran.

2 Associate Professor, Department of Psychology, Faculty of Literature and Human Sciences, Gilan University, Rasht, Iran.

3 Master of General Psychology, Professor of Psychology and Educational Sciences, Alameh Tabatabaei University, Tehran, Iran.

10.22098/rcap.2025.14229.1038

Abstract

Math anxiety can be defined as a feeling of tension, consternation, or anxiety that arises from dealing with math issues in everyday life and in the classroom. This can interfere with students' academic performance and achievement. This study examines the role of math self-concept in mediating the relationship between math anxiety and fear of negative evaluation among secondary school students. In this descriptive correlational study, the statistical population consisted of all secondary school students in Rasht during the semester of 2020-21. The instruments used were the Math Anxiety Rating Scale (Baloglu & Zelhart, 2007), the Fear of Negative Evaluation Scale (Leary, 1983), and the Math Self-Concept scale (Marsh, 1990). Using structural equation analysis, it was determined that fear of negative evaluations had a significant positive impact on students' math anxiety (t=9.057). However, math self-concept had a significant negative impact on students' math anxiety (t=-10.739), and fear of negative evaluations had a significant negative impact on students' math self-concept (t=-2.828). Results of the study also indicate that math self-concept may serve as a mediator between fear of negative evaluation and math anxiety. Considering the findings of the present study, it can be concluded that developing a math self-concept reduces math anxiety resulting from fear of negative evaluation.

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