THE INTERPLAY OF MATH ANXIETY, MOTIVATION, AND SELF-

EFFICACY IN THE MATHEMATICS ACHIEVEMENT OF UEP

MATHEMATICS MAJORS'

REVIEW OF RELATED LITERATURE

Mathematics Anxiety

Mathematics anxiety is a psychological condition characterized by feelings of

fear, tension, apprehension, and worry when engaging in mathematical activities. It is

considered one of the most significant affective barriers to learning mathematics

because it can interfere with students' ability to process information, solve problems,

and perform well academically. Mathematics anxiety may arise from previous

negative experiences, fear of failure, poor preparation, or unfavorable classroom

environments.

Recent studies continue to highlight the detrimental effects of mathematics

anxiety on academic performance. Abuzo (2023) found that mathematics anxiety

significantly influences students' problem-solving abilities and overall mathematics

performance. The study revealed that students who experience higher levels of

anxiety tend to demonstrate lower confidence and reduced effectiveness in solving

mathematical problems. Anxiety negatively affects students' cognitive functioning,

making it difficult for them to concentrate and apply mathematical concepts

effectively. The findings of Abuzo (2023) further suggest that mathematics anxiety

can create a cycle of poor performance and increased fear toward mathematics.

Students who repeatedly experience difficulties in mathematical tasks may develop

stronger anxiety, which in turn further reduces their academic achievement.

Consequently, addressing mathematics anxiety is essential for improving students'

mathematical competence and performance.

Hiller et al. (2021) found that mathematics anxiety and self-efficacy

significantly predict students' mathematics literacy. Their study demonstrated that

students who experience higher levels of mathematics anxiety tend to exhibit lower

mathematics performance, whereas students with stronger self-efficacy show better

academic outcomes. These findings highlight the dual influence of emotional and

cognitive factors on mathematics achievement.

For Mathematics majors, mathematics anxiety presents a unique challenge

because their academic program requires continuous engagement with advanced

mathematical concepts and problem-solving activities. Understanding the role of

anxiety in mathematics achievement is therefore important in promoting academic

success among future mathematics educators.

Motivation in Mathematics Learning

Motivation plays a crucial role in determining students' academic engagement,

persistence, and achievement. It refers to the internal and external factors that initiate,

direct, and sustain goal-oriented behaviors. In mathematics education, motivation

influences students' willingness to learn, solve problems, and persist despite

difficulties.

The Self-Determination Theory (SDT) developed by Deci and Ryan (2000)

provides a comprehensive explanation of motivation in educational settings.

According to the theory, motivation exists along a continuum ranging from intrinsic

motivation, which is driven by personal interest and enjoyment, to extrinsic

motivation, which is influenced by external rewards and expectations. Students who

are intrinsically motivated are more likely to engage deeply in learning and achieve

higher levels of academic success.

Howard et al. (2021) conducted a meta-analysis examining the relationship

between student motivation and educational outcomes. Their findings revealed that

autonomous forms of motivation, particularly intrinsic motivation and identified

regulation, are positively associated with academic achievement, persistence,

engagement, and well-being. Students who perceive learning as personally

meaningful tend to demonstrate greater commitment to their academic

responsibilities. Similarly, Bureau et al. (2022) investigated factors that contribute to

the development of student motivation. Their study emphasized that supportive

learning environments, positive teacher-student relationships, and opportunities for

autonomy significantly enhance students' motivation. When students feel supported

and capable of making meaningful choices in their learning, they are more likely to

remain engaged and motivated.

In mathematics education, motivation is especially important because students

frequently encounter challenging concepts and complex problem-solving tasks.

Motivated students are more likely to invest effort, utilize effective learning

strategies, and persevere when faced with difficulties. As a result, motivation serves

as an important contributor to mathematics achievement.

Self-Efficacy in Mathematics

Self-efficacy refers to an individual's belief in his or her ability to successfully

perform a specific task or achieve a desired outcome. According to Bandura (1997),

self-efficacy influences how individuals think, feel, motivate themselves, and behave.

Individuals who possess strong self-efficacy tend to approach challenges with

confidence, whereas those with low self-efficacy often avoid difficult tasks and doubt

their capabilities.

Bandura's Social Cognitive Theory explains that self-efficacy develops

through mastery experiences, social modeling, verbal persuasion, and emotional

states. Students who experience success in academic tasks are more likely to develop

confidence in their abilities, which subsequently influences future performance.

Schunk and DiBenedetto (2021) emphasized the critical role of self-efficacy in

academic motivation and achievement. Their work suggests that students who believe

they can succeed are more likely to engage actively in learning activities, exert greater

effort, and persist when confronted with challenges. Self-efficacy encourages students

to view difficulties as opportunities for growth rather than threats to their competence.

Jalagat et al. (2025) examined self-efficacy among pre-service teachers and

found that higher levels of self-efficacy were associated with better performance

outcomes. The study demonstrated that individuals who possess confidence in their

abilities are more likely to perform effectively in academic and professional settings.

Although the study focused on teaching and technology integration, its findings

support the broader principle that self-efficacy contributes positively to performance.

Recent research further supports the importance of self-efficacy in mathematics

learning. Yang, Maeda, and Gentry (2024) found a significant positive relationship

between mathematics self-efficacy and mathematics achievement across multiple

grade levels. Their findings indicate that students who possess stronger confidence in

their mathematical abilities are more likely to achieve higher academic

[Link], Zakariya (2022), conducted a systematic review of intervention

studies and found that various instructional strategies, mastery experiences, and

supportive learning environments significantly improved students' mathematics self-

efficacy and concluded that mathematics self-efficacy is a critical determinant of

students' success in mathematics. The review highlighted that interventions targeting

mastery experiences, positive feedback, and effective learning strategies significantly

improve students' self-efficacy and subsequently enhance academic performance. .

The findings suggest that self-efficacy is a malleable construct that can be

strengthened through appropriate educational practices, leading to improved

mathematics performance. For Mathematics majors, self-efficacy is particularly

important because success in mathematics often requires persistence, analytical

thinking, and confidence in solving complex problems. Students with strong

mathematics self-efficacy are more likely to remain engaged in learning and achieve

higher levels of academic performance.

Mathematics Achievement

Mathematics achievement refers to the extent to which students acquire

mathematical knowledge, skills, and competencies through instruction and learning

experiences. It is commonly assessed through examinations, academic grades,

standardized tests, and other indicators of performance. Recent international

assessments have highlighted the importance of psychological and motivational

factors in mathematics achievement. The Organisation for Economic Co-operation

and Development (OECD, 2023), through the Programme for International Student

Assessment (PISA), reported that students' confidence, motivation, and emotional

well-being significantly influence mathematics performance. Students who possess

positive attitudes toward mathematics generally demonstrate higher levels of

achievement than those who experience anxiety and disengagement. Similarly, Mullis

et al. (2024), in the Trends in International Mathematics and Science Study (TIMSS),
emphasized that students' confidence and engagement are important predictors of

mathematics achievement. Students who actively participate in learning and believe in

their abilities are more likely to achieve favorable academic outcomes. For

Mathematics majors, achievement in mathematics is particularly important because it

reflects mastery of mathematical concepts and preparedness for future careers in

teaching and related professions. Understanding the factors that influence

mathematics achievement is therefore necessary for improving educational outcomes

among mathematics students.

Interplay of Mathematics Anxiety, Motivation, and Self-Efficacy

The literature suggests that mathematics anxiety, motivation, and self-efficacy

are interconnected variables that collectively influence mathematics achievement.

Rather than functioning independently, these factors interact in ways that shape

students' academic experiences and performance. Mathematics anxiety negatively

affects students' confidence and willingness to engage in mathematical tasks. Students

who experience anxiety often doubt their abilities and become less motivated to

participate in learning activities. Consequently, high levels of anxiety may contribute

to lower self-efficacy and reduced motivation. In contrast, self-efficacy serves as a

protective factor that promotes confidence and persistence. According to Bandura

(1997), students who believe in their abilities are more likely to approach challenging

tasks with determination and resilience. Strong self-efficacy may therefore reduce the

negative effects of mathematics anxiety by encouraging students to view

mathematical challenges as manageable rather than threatening. Motivation further

strengthens this relationship. Deci and Ryan's (2000) Self-Determination Theory

suggests that motivated students are more likely to engage actively in learning,
develop competence, and achieve positive outcomes. Howard et al. (2021) similarly

found that autonomous forms of motivation contribute significantly to student

achievement and persistence. When students are motivated and confident in their

abilities, they are more likely to overcome anxiety and succeed academically. The

findings of Abuzo (2023), Howard et al. (2021), Bureau et al. (2022), Schunk and

DiBenedetto (2021), and Jalagat et al. (2025) collectively suggest that mathematics

achievement is influenced by a combination of emotional, motivational, and cognitive

factors. Mathematics anxiety may hinder performance, whereas motivation and self-

efficacy facilitate engagement and achievement. Therefore, examining the interplay

among these variables can provide a more comprehensive understanding of

mathematics achievement among Mathematics majors. The interconnected nature of

mathematics anxiety, motivation, and self-efficacy has been emphasized in recent

studies. Al Umairi (2024) investigated the mediating role of mathematics motivation

in the relationship between mathematics self-efficacy and mathematics achievement.

The findings revealed that mathematics self-efficacy directly influenced mathematics

achievement; however, mathematics motivation did not significantly mediate this

relationship. Likewise, Shimizu (2025) reported that mathematics self-efficacy,

mathematics anxiety, and behavioral engagement collectively influence mathematics

achievement. These findings support the notion that mathematics achievement is

shaped by multiple interacting psychological factors rather than a single determinant.

Furthermore, Oppong-Gyebi et al. (2023) demonstrated that self-efficacy and student

interest contribute significantly to STEM mathematics achievement. Their study

suggests that students who are both confident and interested in mathematics are more

likely to perform successfully in mathematical tasks.

Synthesis of Literature

The reviewed literature indicates that mathematics achievement is influenced

by several interrelated psychological factors. Mathematics anxiety emerges as a

significant barrier to learning, as it negatively affects students' confidence,

concentration, and problem-solving abilities. Abuzo (2023) demonstrated that higher

levels of mathematics anxiety are associated with lower mathematical performance

and reduced problem-solving effectiveness. In contrast, motivation serves as a

positive force that encourages engagement, persistence, and academic effort. Studies

by Howard et al. (2021) and Bureau et al. (2022) indicate that motivated students are

more likely to participate actively in learning activities and achieve favorable

educational outcomes. Self-efficacy similarly contributes to academic success by

strengthening students' confidence and resilience. Bandura (1997), Schunk and

DiBenedetto (2021), and Jalagat et al. (2025) emphasize that students who believe in

their capabilities are more likely to perform successfully in academic settings.

Furthermore, the literature suggests that mathematics anxiety, motivation, and self-

efficacy are interconnected. High levels of self-efficacy and motivation may reduce

anxiety and enhance academic performance, whereas anxiety may weaken confidence

and motivation. Despite the growing body of literature on these variables, limited

studies have examined their combined influence on mathematics achievement among

Mathematics majors in Philippine higher education institutions.

Research Gap

The reviewed literature demonstrates that mathematics anxiety, motivation, and self-

efficacy are important predictors of academic performance. However, existing studies

often examine these variables independently rather than investigating their combined
influence on mathematics achievement. Furthermore, much of the available literature

focuses on secondary school students, general college populations, or pre-service

teachers. There remains limited research examining the interplay of mathematics

anxiety, motivation, and self-efficacy among Mathematics majors in higher education

institutions, particularly within the Philippine context. Specifically, no known study

has investigated how these variables interact to influence the mathematics

achievement of students enrolled in the Bachelor of Secondary Education major in

Mathematics at the University of Eastern Pangasinan (UEP). Therefore, the present

study seeks to address this gap by exploring the relationships among mathematics

anxiety, motivation, self-efficacy, and mathematics achievement among UEP

Mathematics majors.

Reference

Abuzo, E. P. (2023). Mathematics anxiety, learning culture, aptitude and problem-

solving ability of senior high school students: A structural model. Dinkum Journal of
Social Innovations, 2(12), 676–702. [Link]

Al Umairi, K. S. (2024). Role of mathematics motivation in the relationship between

mathematics self-efficacy and achievement. Journal of Pedagogical Research, 8(4),
125–146. [Link]

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

·Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to student
motivation: A meta-analysis of antecedents of autonomous and controlled motivation.
Psychological Bulletin, 148(1–2), 1–30. [Link]

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human
needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
[Link]

Hiller, S. E., Kitsantas, A., Cheema, J. E., & Poulou, M. (2022). Mathematics anxiety
and self-efficacy as predictors of mathematics literacy. International Journal of
Mathematical Education in Science and Technology, 53(8), 2133–2151.
[Link]
Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021).
Student motivation and associated outcomes: A meta-analysis from self-determination
theory. Perspectives on Psychological Science, 16(6), 1300–1323.
[Link]

Jalagat, A. D. G., Gabiana, H. J. M., Barsomo, J. M. C., Namit, J. A., Guzman, C. J.

C., & Obquia, C. J. R. (2025). Pre-service teachers' self-efficacy on computer,
teaching, and technology integration and their internship performance. International
Journal of Research and Innovation in Social Science, 9(8), 3619–3643.
[Link]

Megreya, A. M., Al-Emadi, A. A., Al-Mohannadi, H. A., & Al-Mulla, M. A. (2021).

Mathematics anxiety and its relationship with mathematics achievement among
students: The mediating role of self-efficacy. Frontiers in Psychology, 12, Article
723123. [Link]

Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2024). TIMSS
2023 international results in mathematics and science. TIMSS & PIRLS International
Study Center, Boston College. [Link]

Oppong-Gyebi, E., Essel, H. B., Ferguson, T., & Amoako, I. (2023). Self-efficacy,
interest, and STEM mathematics achievement among senior high school students.
EURASIA Journal of Mathematics, Science and Technology Education, 19(9),
em2326. [Link]

Organisation for Economic Co-operation and Development. (2023). PISA 2022

results (Volume I): The state of learning and equity in education. OECD Publishing.
[Link]

Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. In

R. M. Ryan (Ed.), The Oxford handbook of human motivation (2nd ed., pp. 153–166).
Oxford University Press. [Link]

Shimizu, Y. (2025). Relation between mathematics self-efficacy, mathematics

anxiety, behavioural engagement, and mathematics achievement in Japan. Psychology
International, 7(2), 36. [Link]

Sørlie Street, K. E., Malmberg, L.-E., & Schukajlow, S. (2024). Students'

mathematics self-efficacy: A scoping review. ZDM–Mathematics Education, 56(2),
265–280. [Link]

Yang, X., Maeda, Y., & Gentry, M. (2024). The relationship between mathematics
self-efficacy and mathematics achievement: A meta-analysis. Educational Psychology
Review, 36(1), Article 12. [Link]

Zakariya, Y. F. (2022). Improving students' mathematics self-efficacy: A systematic

review of intervention studies. Frontiers in Psychology, 13, Article 986622.
[Link]

·
 DEVELOPING A PEER-LED TEAM LEARNING (PLTL) FRAMEWORK FOR
ENHANCING THE MATHEMATICAL SELF-EFFICACY AND ACHIEVEMENT
OF UEP MATHEMATICS MAJORS

Review of Related Literature

Peer-Led Team Learning (PLTL)

Peer-Led Team Learning (PLTL) is an instructional approach that promotes

collaborative learning through structured small-group problem-solving sessions

facilitated by trained peer leaders. It is designed to improve student engagement,

understanding, and performance in science, technology, engineering, and mathematics

(STEM) subjects, including mathematics. PLTL shifts the learning process from

traditional lecture-based instruction to active, student-centered learning where

students construct knowledge through discussion and collaboration. Recent literature

shows that PLTL continues to be an effective instructional strategy in higher

education. A systematic review of team-based and peer-led approaches in

mathematics education found that collaborative learning environments significantly

improve mathematical thinking, engagement, and achievement, although

implementation practices vary across institutions (Sanders et al., 2025). Similarly,

studies across multiple institutions report that PLTL increases course performance and

student retention compared to traditional instruction (Woodward et al., 2008; Gosser

et al., 2021). In STEM disciplines, PLTL has been widely documented as improving

academic outcomes. Leal (2025) found that students engaged in PLTL in chemistry

courses showed higher self-efficacy and better academic achievement compared to

non-participants. Likewise, Dubey et al. (2016) emphasized that PLTL enhances

student interaction and engagement, which are critical factors in learning complex

scientific and mathematical concepts.

Peer-Led Learning and Mathematics Achievement \

Mathematics achievement refers to students’ ability to demonstrate mastery of

mathematical knowledge and skills. Research shows that collaborative learning

approaches such as PLTL positively influence mathematics performance by

promoting deeper understanding and active engagement. Recent studies indicate that

students in peer-based learning environments tend to perform better academically than

those in traditional lecture-based classrooms. Ghimire and Singh (2025) found that

peer collaboration significantly improves students’ academic performance and self-

efficacy in STEM-related courses. Similarly, Cano and Lomibao (2023) reported that

active learning strategies improve students’ mathematics achievement and reasoning

skills, especially when students engage in guided peer discussions. These findings

suggest that PLTL can be an effective approach to improving mathematics

achievement by encouraging interaction, explanation of concepts, and collaborative

problem-solving.

Mathematical Self-Efficacy

Mathematical self-efficacy refers to students’ belief in their ability to

successfully perform mathematical tasks. According to Bandura’s Social Cognitive

Theory, self-efficacy influences motivation, persistence, and academic behavior.

Students with high self-efficacy are more likely to engage in challenging tasks, persist

in solving problems, and achieve better academic outcomes. Recent studies continue

to support the importance of self-efficacy in mathematics learning. Yang et al. (2024)

found a strong positive relationship between mathematics self-efficacy and academic

achievement. Similarly, Shimizu (2025) reported that self-efficacy, anxiety, and

engagement jointly influence mathematics performance, highlighting its central role

in academic success. Intervention-based studies also show that instructional strategies

can improve self-efficacy. Zakariya (2022) concluded that mastery experiences,

supportive learning environments, and instructional interventions significantly

enhance students’ mathematics self-efficacy.

Mathematics Anxiety

Mathematics anxiety refers to feelings of tension, fear, or apprehension when

dealing with mathematical tasks. It is widely recognized as a barrier to learning

mathematics because it interferes with concentration, problem-solving, and

performance. Abuzo (2023) found that mathematics anxiety negatively affects

students’ problem-solving ability and academic performance. Similarly, Hiller et al.

(2022) reported that mathematics anxiety is negatively associated with mathematics

literacy, while self-efficacy serves as a strong positive predictor of achievement.

Recent studies also show that supportive learning environments, such as peer

collaboration, may reduce anxiety by making mathematics learning less intimidating

(Mamolo & Sugano, 2024).

Motivation in Mathematics Learning

Motivation plays a crucial role in academic engagement and persistence.

According to Self-Determination Theory, Deci and Ryan (2000) explain that

motivation ranges from intrinsic (internal interest) to extrinsic (external rewards).

Recent meta-analytic findings show that autonomous motivation is strongly

associated with academic achievement and engagement (Howard et al., 2021).

Additionally, Bureau et al. (2022) found that autonomy-supportive environments and

positive learning experiences significantly enhance student motivation, which leads to

better academic performance. In mathematics education, motivation is essential

because students must persist through difficult and abstract concepts.

Mathematics Achievement

Mathematics achievement refers to the level of mastery students demonstrate

in mathematical knowledge and skills. International assessments emphasize that

achievement is influenced by both cognitive and affective factors. The OECD (2023)

reported that student confidence, motivation, and emotional well-being significantly

influence mathematics performance. Similarly, Mullis et al. (2024) found that

engagement and confidence are strong predictors of achievement in international

mathematics assessments such as TIMSS. These findings highlight that mathematics

achievement is not only determined by intellectual ability but also by psychological

and environmental factors.

Interrelationship of PLTL, Self-Efficacy, Anxiety, Motivation, and Achievement

The literature indicates that PLTL, self-efficacy, motivation, mathematics

anxiety, and achievement are interconnected constructs that collectively influence

student learning outcomes. PLTL provides a collaborative and supportive learning

environment that enhances engagement and understanding. Through peer interaction,

students gain mastery experiences and social persuasion, which strengthen self-

efficacy (Bandura, 1997). Increased self-efficacy leads to greater persistence and

improved academic performance. At the same time, PLTL may reduce mathematics

anxiety by creating a non-threatening environment where students can freely ask

questions and learn collaboratively. Megreya et al. (2021) emphasized that self-

efficacy mediates the relationship between mathematics anxiety and achievement,

suggesting that strengthening self-efficacy can buffer negative emotional effects.

Furthermore, motivation enhances persistence and engagement in learning. Howard et

al. (2021) and Bureau et al. (2022) found that motivated students are more likely to

achieve higher academic outcomes. When combined, PLTL, motivation, and self-

efficacy create a learning environment that supports improved mathematics

achievement. Overall, the literature suggests that PLTL is a promising instructional

framework that can enhance mathematical self-efficacy and achievement among

Mathematics majors by addressing both cognitive and affective dimensions of

learning.
References

Abuzo, E. P. (2023). Mathematics anxiety, learning culture, aptitude and problem-

solving ability of senior high school students: A structural model. Dinkum Journal of
Social Innovations, 2(12), 676–702.

[Link]

Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to student
motivation: A meta-analysis of antecedents of autonomous and controlled motivation.
Psychological Bulletin, 148(1–2), 1–30. [Link]

Cano, J. C., & Lomibao, L. S. (2023). A mixed methods study of the influence of
phenomenon-based learning videos on students’ mathematics self-efficacy and
achievement. American Journal of Educational Research, 11(3), 97–115.
[Link]

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human
needs and self-determination. Psychological Inquiry, 11(4), 227–268.
[Link]

Dubey, H., Sangwan, A., & Hansen, J. H. L. (2016). A robust diarization system for
measuring dominance in peer-led team learning groups. arXiv preprint
arXiv:1609.08211.

[Link]

Ghimire, A., & Singh, C. (2025). Peer influence on self-efficacy and grades in STEM
courses. arXiv preprint arXiv:2510.15792.

[Link]

Gosser, D., & Roth, V. (2021). Peer-led team learning implementation in STEM
education. Journal of Chemical Education, 98(12), 3601–3602.
[Link]

Hiller, S. E., Kitsantas, A., Cheema, J. E., & Poulou, M. (2022). Mathematics anxiety
and self-efficacy as predictors of mathematics literacy. International Journal of
Mathematical Education in Science and Technology, 53(8), 2133–2151.
[Link]

Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021).
Student motivation and associated outcomes: A meta-analysis. Perspectives on
Psychological Science, 16(6), 1300–1323.

[Link]
Leal, H. (2025). Influence of peer-led team learning on self-efficacy and achievement
in chemistry courses (Master's thesis). ScholarWorks @ UTRGV.
[Link]

Megreya, A. M., Al-Emadi, A. A., Al-Mohannadi, H. A., & Al-Mulla, M. A. (2021).

Mathematics anxiety and achievement: The mediating role of self-efficacy. Frontiers
in Psychology, 12, Article 723123.

[Link]

Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2024). TIMSS
2023 international results in mathematics and science. TIMSS & PIRLS International
Study Center, Boston College.

[Link]

OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in
education. OECD Publishing.

[Link]

Shimizu, Y. (2025). Mathematics anxiety, self-efficacy, and achievement. Psychology

International, 7(2), 36.

[Link]

Yang, X., Maeda, Y., & Gentry, M. (2024). Mathematics self-efficacy and
achievement: A meta-analysis. Educational Psychology Review, 36(1), Article 12.
[Link]

Zakariya, Y. F. (2022). Improving mathematics self-efficacy: A systematic review.

Frontiers in Psychology, 13, Article 986622.
[Link]