The role of academic self-concept and self-efficacy with the mediation of self-directed learning in predicting students' math anxiety

Abbas Navaz, Masoumeh; Hajlu, Nader; Basharpoor, Sajjad

doi:10.30473/etl.2026.77537.4592

The role of academic self-concept and self-efficacy with the mediation of self-directed learning in predicting students' math anxiety

Document Type : Research

Authors

¹ MSc. of General Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

² Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

10.30473/etl.2026.77537.4592

Abstract

Mathematics anxiety is a common psychological-educational problem among students and may negatively affect academic performance and persistence in STEM fields. This study investigated the role of academic self-concept and self-efficacy, with self-directed learning as a mediator, in predicting mathematics anxiety among lower secondary school students. This descriptive-correlational study employed structural equation modeling (SEM). The statistical population comprised all lower secondary school students in Sarab County during the 2024–2025 academic year. Participants were selected through random cluster sampling. After excluding incomplete responses, data from 278 students (59% female and 41% male) were analyzed. Data were collected using the Academic Self-Concept Questionnaire (Joyce & Yates, 2007), Self-Efficacy Questionnaire for Children and Adolescents (Muris, 2001), Self-Directed Learning Readiness Scale (Fisher et al., 2001), and Mathematics Anxiety Scale for Children (Chiu & Henry, 1990). Data were analyzed using SPSS 27 and AMOS 24. The proposed model showed good fit (CFI = 0.97, χ²/df = 2.516). Academic self-concept positively predicted self-directed learning (β = 0.59) and negatively predicted mathematics anxiety (β = −0.22). Self-efficacy positively predicted self-directed learning (β = 0.41) and negatively predicted mathematics anxiety (β = −0.20). Self-directed learning also had a significant negative direct effect on mathematics anxiety (β = −0.21). These findings suggest that academic self-concept and self-efficacy are associated with lower mathematics anxiety, partly through self-directed learning. School-based educational programs that strengthen these factors may help reduce mathematics anxiety and promote students’ academic engagement and interest in mathematics.

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