Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.

7071771, ISSN 2822-4353

Research Article

Relationship Between Mathematics PST' Self-Efficacy and Anxiety:

Investigating theMediating Role of Mathematical Resilience
Joseph F. Bron*
For affiliations and correspondence, see the last page.

Abstract
This quantitative survey study investigates the mediating role of mathematical resilience on the
relationship between preservice mathematics teachers' mathematics self-efficacy and mathematics
anxiety. The data was gathered from 149 respondents gathered through convenience sampling. They
answered the adapted Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) and the
Mathematical Resilience Scale via Google Form. A correlation was used to investigate the
relationship between mathematics self-efficacy and mathematical resilience, which revealed a
significant positive relationship. The result of the mediation analysis revealed that mathematics self-
efficacy has a direct and indirect effect on mathematics anxiety, with mathematical resilience as its
mediator. It suggests that students with higher self-efficacy likely report higher mathematical
resilience, lowering their mathematics anxiety.

Keywords: Mathematics Self-Efficacy, Mathematics Anxiety, Mathematical Resilience

Introduction been observed. The definition provided for

mathematics self-efficacy bears comparable weight to
how mathematical resilience has been described. A
Mathematics anxiety is a feeling of tension and high level of mathematics self-efficacy could imply
apprehension that interferes with math performance better mathematical resilience. However, there is a
ability, number manipulation, and problem-solving in dearth of studies that explores how these two variables
various academic situations (Khasawneh et al., 2021). are related and how both influence mathematical
Mathematics anxiety is a barrier that impedes learners anxiety. To shed some light on how these two are
from understanding mathematical concepts and related, this study investigates how they predict
achieving better academic performance. Keeping this mathematics anxiety with mathematical resilience as a
in mind, teachers must see that students' anxiety in mediator.
mathematics is adequately checked and dealt with to
maximize opportunities for students to learn. Research Questions

Mathematics self-efficacy and mathematical resilience This study aimed to explore the relationship between
were reported to be associated with mathematical preservice mathematics teachers` mathematics self-
anxiety. As a subset of academic self-efficacy, efficacy and mathematical anxiety with mathematical
mathematics self-efficacy can be seen as an evaluation resilience as a mediator. Specifically, this study sought
of an individual's confidence in her or his capacity to to answer the following questions:
successfully perform or complete a mathematics task
or problem based on a given circumstance or difficulty 1. What is the relationship between mathematics self-
(Hackett & Betz, 1989). It has been reported that efficacy and mathematical resilience?
learners with mathematics self-efficacy would likely 2. What is the mediating role of mathematical
report lower mathematics anxiety (Akin & resilience in the relationship between mathematics
Kurbanoglu, 2011; Pajares & Kranzler, 1995). On the self-efficacy and mathematics anxiety?
other hand, mathematical resilience relates to a
learner's flexibility to overcome challenging situations
Literature Review
and impasses (Hernandez-Martinez & Williams,
2013). Learners with high mathematical resilience can
mitigate their anxiety and ultimately improve One of the identified variables associated with
performance. mathematics anxiety is mathematics self-efficacy.
Ferla et al. (2015) postulated that mathematics self-
Looking closely at how these variables were defined or efficacy represents an individual's self-perceived
described in the literature, a striking resemblance has confidence to accomplish a particular mathematics

Joseph F. Bron
2/6
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7071771, ISSN 2822-4353
Research Article

task successfully. Learners with a higher self-efficacy Methodology

in mathematics are more likely to be motivated and
stick with challenging math tasks (Son et al., 2017). In
a much earlier discussion, Bandura (1997) argued the The quantitative research design was used for this
same thing, claiming that learners with higher self- study, and the survey method was employed as the
efficacy could better manage their learning activities, instrument for data collection. In this study, regression
reducing mathematics anxiety. His social learning analyses were utilized to determine the nature of the
theory suggested that mathematics anxiety could be relationship between the independent and dependent
viewed because of low mathematics self-efficacy. variables and how the mediating variable influenced
Chen and Wang (2022) studied how mathematics self- the nature of that relationship.
efficacy mediates the relationship between
Participants
mathematics anxiety and mathematical calculation.
The results reported a significant negative correlation
One hundred forty-nine (149) mathematics preservice
between mathematics anxiety and mathematics self-
teachers with a mean age of 20.8 (SD = 2.27)
efficacy. Du et al. (2021) reported a similar result
participated in this study. Of the total respondents, 109
when examining the reciprocal relations between
(73.2%) were female, and 40 (26.8%) were male.
mathematics interest, anxiety, self-efficacy, and
Concerning their year level, 40 (26.8%) were first
achievement. Needless to say, the inverse relationship
years, 33 (22.1%) were second years, 44 (29.5) were in
between mathematics self-efficacy and mathematical
their third year, and 32 (21.5%) were fourth years.
anxiety have mainly been reported where the former Most respondents were recruited from the state
significantly predicts the latter. These results show that university where the researcher is employed. Other
studies related to mathematics anxiety must be viewed participants were invited through social media
hand in hand with mathematics self-efficacy since platforms by sharing the link for the survey form.
mathematics self-efficacy is expected to be relevant to
mathematics anxiety (Hackett & Betz, 1989). Instruments of the Study

The literature review likewise showed another variable Mathematics Self-Efficacy and Anxiety
that was found to be related to mathematics anxiety;
Questionnaire (MSEAQ)
mathematical resilience. According to Hernandez-
May (2009) developed the Mathematics Self-Efficacy
Martinez and Williams (2013), resilience in
and Anxiety Questionnaire (MSEAQ) for college
mathematics is student flexibility in making decisions
students. The questionnaire is reliable, relatively valid,
when encountering a new situation. It is a positive
and efficient to administer. MSEAQ was designed to
approach to mathematics that allows people to
assess each construct as the subscale of the
overcome any barriers experienced when learning
questionnaire. The items for the self-efficacy subscale
mathematics. Mathematical resilience refers to the
in the MSEAQ were used to assess mathematics self-
ability of students to approach mathematics with
efficacy. There are 14 questions for this one. The
confidence, perseverance, and a willingness to discuss,
reported reliability for the subscale is α = 0.90, which
reflect, and research. Students' perception of adversity is highly reliable in terms of its internal consistency.
is paramount to the study of mathematical resilience Likewise, the 15 items from the anxiety subscale were
(Kooken et al., 2016). Students who perceive used for mathematics anxiety. In the data analysis,
themselves as unable to learn mathematics may have reverse scoring for this construct was applied as
performance anxiety in classes or on a test or instructed in the paper. It also recorded a highly
mathematical anxiety (Chamberlin, 2010). reliable internal consistency of α = 0.91. For the entire
Mathematical resilience mitigates the anxiety learners MSEAQ, the computed Cronbach's alpha of 0.94 was
feel toward mathematics. Learners with mathematical obtained. It reflected the instrument's internal
resilience, including a growth mindset, will be able to consistency, which is considered very good.
develop the required mathematical skills if
mathematics anxiety is specifically addressed where it Mathematical Resilience Scale
has taken root (Johnston-Wilder et al., 2014). Kooken et al. (2016) developed the Mathematical
Emotional regulation is a critical component of Resilience Scale (MRS) that measures learners'
mathematical resilience; a learner with mathematical attitudes toward studying mathematics using three
resilience may still experience fear when working with uncorrelated factors, value, growth, and struggle. The
mathematics but will be able to manage their response developed instrument can distinguish those who may
to continue to deal calmly with problems. be more likely to persist in the study of mathematics

Joseph F. Bron
3/6
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7071771, ISSN 2822-4353
Research Article

when they face setbacks from those who are not likely
to persist. The scale was validated using exploratory
and confirmatory factor analyses across three samples.
The final measurement model with the best fit
contained 24 items, 8 for value, 9 for struggle, and 7
for growth. For the internal consistency of the MRS, Table 1. Correlations, mean and standard deviations
all the factors were recorded as sufficiently high for an among study variables
affective survey; value (α = 0.94), struggle (α = 0.73),
and growth (α = 0.83).

Procedure

Due to the constraints brought by the Covid-19

pandemic, the survey was administered through
Google Forms to adhere to health and safety protocols
established to minimize the spread of the virus. The
Mediation Effect Analysis
respondents were recruited via convenience sampling,
where the link for the survey was distributed via social
Mediation analysis involves a series of regression
media platforms.
analyses. Hence, the regression analysis assumptions
must be checked before the mediation analysis
Ethical Considerations
(Kenny, 2021). To ensure that there was no
multicollinearity, the variance inflation factor (VIF)
To preserve the welfare of the respondents, an
and tolerance values were inspected to avoid violating
informed consent, which explains the purpose of the
this assumption; MSE (VIF=.891, Tolerance=1.123)
study and informs them about the potential risks and
and MR (VIF=.891, Tolerance=1.123). A Durbin-
benefits in their participation, data privacy,
Watson statistic was calculated to assess the
confidentiality, security, and storage, was given in the
assumption that the values of the residuals are
first part of the survey form. They were also free to
independent, which suggested that this assumption was
participate and quit anytime along the survey should
not violated (DW Statistics=1.886).
they feel uncomfortable with the questions.
Figure 1 below presents the scatterplot used to assess
Results the assumption that the variance of the residuals was
constant (homoscedasticity). Evidently, there is no
obvious pattern in the scatterplot indicating no
Preliminary Analysis violation of this assumption. For the assumption of the
normality of the values of residual, a P-P plot was
Exploratory descriptive statistics were utilized to created to test the assumption. Figure 2 shows that the
compute the means and standard deviations of the values of the residuals are close to the line. Thus, the
scores in the various measures. Then, Pearson-r was normality of the residuals was observed. Lastly,
utilized to determine how the variables relate to each Cook's distance was calculated to verify that there was
other. These can be seen in Table 2. The mean levels no case biasing the model. The maximum Cook's
of mathematics self-efficacy, mathematical resilience, distance was 0.057, which is less than 1. Thus, no
and mathematics anxiety were 46.1, 131.1, and 36.9, observed case could bias the model.
respectively. It is evident that mathematical self-
efficacy is significantly correlated with mathematical
resilience (r=.330, p<.001) and mathematical anxiety
(r=.429, p<.001). However, the correlation between
mathematics anxiety and mathematical resilience is not
significant (r=-.003, p=.996).

Joseph F. Bron
4/6
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7071771, ISSN 2822-4353
Research Article

preservice mathematics teachers with high

mathematics self-efficacy also have high mathematical
resilience, which, in turn, can lower their mathematics
anxiety. The summary of the results of the mediation
analysis is presented in table 3 below.

Table 2. Mediation Estimates

Discussion
Figure 1. Scatterplot for the predicted values and
residuals
Mathematics self-efficacy and mathematical resilience
are related, as hypothesized in this study. In particular,
the former positively predicts the latter. A preservice
mathematics teacher with higher mathematics self-
efficacy is likelier to report higher mathematical
resilience. A higher perceived mathematical
competence redounds to better adaptability in
confronting challenging mathematical tasks.
Unfortunately, there has been a dearth of literature that
explicitly links self-efficacy in mathematics with
mathematical resilience. Nevertheless, self-efficacy
generally influences a person's behavior, motivation,
effort, and ultimately success or failure. Perceived self-
efficacy promotes resilience (Schwarzer & Warner,
2013). The mediation analyses showed that
mathematics self-efficacy has a direct effect on
Figure 2. P-P plot of the residuals mathematics anxiety. This result agrees with studies
reporting a significant relationship between the two
Mediation analysis is a statistical method used to variables (Bandura, 1997; Hackett & Betz, 1989; Du et
quantify the causal sequence by which an antecedent al., 2021; Chen & Wang, 2022). A preservice
variable causes a mediating variable that causes a
mathematics teacher with a firm belief in his/her
dependent variable. A series of regression analyses
mathematical skills should experience lesser anxiety in
were used to determine if mathematical resilience
challenging mathematical situations. Further, the result
mediates the relationship between mathematics self-
for the indirect effect implied that mathematical
efficacy and anxiety. The analyses reveal that
resilience mediates the relationship between
mathematics self-efficacy has a highly significant
mathematics self-efficacy and mathematics anxiety.
direct effect on mathematics anxiety of the preservice
mathematics teachers (β =.483, p<.001). The result The indirect effect of having mathematical resilience
also shows that mathematical resilience mediates the as the mediator negatively relates mathematics self-
relationship between mathematics self-efficacy and efficacy with mathematics anxiety, implying that
mathematics anxiety (β=-.054, 95% CI [-.115, -.006]). preservice mathematics teachers with high
It means that mathematics self-efficacy is, directly and mathematics self-efficacy would likely report high
indirectly, related to mathematics anxiety through mathematical resilience, which, in turn, lowers their
mathematical resilience. These results suggest that mathematics anxiety.

Joseph F. Bron
5/6
Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.7071771, ISSN 2822-4353
Research Article

Johnston-Wilder, S., Lee, C., & Mackrell, K. (2021). Addressing

Conclusion Mathematics Anxiety through Developing Resilience: Building on
In sum, this study sheds information on how Self-Determination Theory.
mathematics self-efficacy relates to mathematics Kenny, D. A. (2021, May 4). Mediation (David A. Kenny).
anxiety of preservice mathematics teachers with davidakenny.net.
mathematical resilience as a mediator. It was revealed
Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact
that mathematics self-efficacy is positively associated
does maths anxiety have on university students?. BMC
with mathematical resilience. Furthermore, psychology, 9(1), 1-9.
mathematics self-efficacy mediates the relationship
between mathematics self-efficacy and mathematics Kooken, J., Welsh, M. E., McCoach, D. B., Johnston-Wilder, S., &
anxiety. Lee, C. (2016). Development and validation of the mathematical
resilience scale. Measurement and Evaluation in Counseling and
Development, 49(3), 217-242.
References
May, D. K. (2009). Mathematics self-efficacy and anxiety
questionnaire (Doctoral dissertation, University of Georgia).
Akin, A., & Kurbanoglu, I. N. (2011). The relationships between
math anxiety, math attitudes, and self-efficacy: A structural equation Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general
model. Studia Psychologica, 53(3), 263. mental ability in mathematical problem-solving. Contemporary
educational psychology, 20(4), 426-443.Chamberlin, S. A. (2010). A
Bandura, A. (1977). Self-efficacy: toward a unifying theory of review of i n st ru m en t s c rea ted to assess affect in
behavioral change. Psychological review, 84(2). mathematics. Journal of Mathematics education, 3(1), 167-182.

Chen, L., & Wang, Y. (2022). Mathematics anxiety and Schwarzer, R., & Warner, L. M. (2013). Perceived self-efficacy and
mathematical calculation in deaf children: A moderated mediation its relationship to resilience. In Resilience in children, adolescents,
model of mathematics self-efficacy and intelligence. Research in and adults (pp. 139-150). Springer, New York, NY.
Developmental Disabilities, 120, 104125.
Son, Ji-Won, Tad Watanabe, and Jane-Jane Lo. "What
Du, C., Qin, K., Wang, Y., & Xin, T. (2021). Mathematics interest, Matters?." Research Trends in International Comparative Studies in
anxiety, self-efficacy and achievement: Examining reciprocal Mathematics Education. Cham: Springer (2017).
relations. Learning and Individual Differences, 91, 102060.
Zhang, D., & Wang, C. (2020). The relationship between
Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and mathematics interest and mathematics achievement: Mediating roles
academic sel f -concep t: Re consid ering st ructu ra l
of self-efficacy and mathematics anxiety. International Journal of
relationships. Learning and individual differences, 19(4), 499-505.
Educational Research, 104, 101648.
Hackett, G., & Betz, N. E. (1989). An exploration of the
mathematics self-efficacy/mathematics performance Affiliations and Corresponding Information
correspondence. Journal for research in Mathematics
Education, 20(3), 261-273.

Hernandez‐Martinez, P., & Williams, J. (2013). Against the odds:

Joseph F. Bron
resilience in mathematics students in transition. British Educational Bicol University – Philippines
Research Journal, 39(1), 45-59.

Johnston-Wilder, S., Brindley, J., & Dent, P. (2014). A survey of

mathematics anxiety and mathematical resilience among existing
apprentices. London: The Gatsby Foundation.

Joseph F. Bron
6/6