Mathematics achievement is influenced not only by cognitive ability but also by psychological and emotional factors such as self-esteem and mathematics anxiety. Among these factors, self-esteem has been consistently linked to academic achievement. However, the relationship is not always simple. Recent studies suggest that anxiety, particularly mathematics anxiety, may play a moderating role, potentially weakening or affecting how self-esteem influences mathematics achievement, making it an important factor to explore in this relationship. This study examined the moderating effect of mathematics anxiety on the relationship between self-esteem and mathematics achievement. Understanding the factors that influence students' mathematics achievement is crucial for improving educational outcomes. Using a random sampling and descriptive–correlational research design, 612 students were surveyed utilizing a two-part survey questionnaire, and data were analyzed through frequency counts, percentage, weighted means, standard deviations, Pearson's r, and multiple regression analysis. The results showed that the respondents have moderate self-esteem and mathematics anxiety. Moreover, the respondents have satisfactory mathematics achievement. Furthermore, there was a significant but negligible negative correlation between self-esteem and mathematics achievement, while mathematics anxiety had a significant positive correlation with mathematics achievement. Mathematics anxiety moderates the relationship between self-esteem and mathematics achievement. These findings suggest that self-esteem alone does not strongly predict mathematics achievement but interacts with anxiety in meaningful ways. It is also recommended that school administrators and educators develop programs addressing both self-esteem and mathematics anxiety to improve students' mathematics achievement. Implementing strategies that foster confidence and reduce mathematics anxiety may lead to better academic outcomes in mathematics.
Citation: Emerson D. Peteros, Lorraine B. Tandoc, Mezhraem H. Palapar, Rotchel C. Adlaw, Cristine M. Fuentes. Mathematics anxiety as a moderator between self-esteem and mathematics achievement among Filipino Grade 8 students[J]. STEM Education, 2025, 5(5): 933-953. doi: 10.3934/steme.2025041
Mathematics achievement is influenced not only by cognitive ability but also by psychological and emotional factors such as self-esteem and mathematics anxiety. Among these factors, self-esteem has been consistently linked to academic achievement. However, the relationship is not always simple. Recent studies suggest that anxiety, particularly mathematics anxiety, may play a moderating role, potentially weakening or affecting how self-esteem influences mathematics achievement, making it an important factor to explore in this relationship. This study examined the moderating effect of mathematics anxiety on the relationship between self-esteem and mathematics achievement. Understanding the factors that influence students' mathematics achievement is crucial for improving educational outcomes. Using a random sampling and descriptive–correlational research design, 612 students were surveyed utilizing a two-part survey questionnaire, and data were analyzed through frequency counts, percentage, weighted means, standard deviations, Pearson's r, and multiple regression analysis. The results showed that the respondents have moderate self-esteem and mathematics anxiety. Moreover, the respondents have satisfactory mathematics achievement. Furthermore, there was a significant but negligible negative correlation between self-esteem and mathematics achievement, while mathematics anxiety had a significant positive correlation with mathematics achievement. Mathematics anxiety moderates the relationship between self-esteem and mathematics achievement. These findings suggest that self-esteem alone does not strongly predict mathematics achievement but interacts with anxiety in meaningful ways. It is also recommended that school administrators and educators develop programs addressing both self-esteem and mathematics anxiety to improve students' mathematics achievement. Implementing strategies that foster confidence and reduce mathematics anxiety may lead to better academic outcomes in mathematics.
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Emerson D. Peteros, Lorraine B. Tandoc, Mezhraem H. Palapar, Rotchel C. Adlaw, Cristine M. Fuentes. Mathematics anxiety as a moderator between self-esteem and mathematics achievement among Filipino Grade 8 students[J]. STEM Education, 2025, 5(5): 933-953. doi: 10.3934/steme.2025041
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