Mathematics Anxiety as a Reflection of Self-Regulatory Processes

Authors : Mehmet Koray Serin

Pages : 30-43

View : 68 | Download : 254

Publication Date : 2025-12-07

Article Type : Review Paper

Abstract :Mathematics anxiety has long been recognized as a barrier to mathematical performance and engagement. Yet, traditional perspectives have tended to isolate it as an emotional problem rather than viewing it as part of a broader system of learning regulation. This paper reconceptualizes mathematics anxiety as a reflection of self-regulatory processes, emphasizing its dynamic relationships with self-efficacy, task persistence, and contextual influences. Drawing upon evidence from recent empirical and theoretical studies, the paper synthesizes how low perceived control, reduced metacognitive monitoring, and emotional dysregulation jointly sustain the anxiety–achievement cycle. Theoretical frameworks such as self-efficacy theory, control–value theory, and processing efficiency theory are integrated to explain the cognitive and motivational mechanisms underlying this phenomenon. In addition, research on classroom climate, technology-supported learning, and socio-emotional interventions is reviewed to show how contextual factors shape self-regulatory functioning. The discussion highlights the need for pedagogical approaches that cultivate metacognitive awareness, emotional regulation, and autonomy-supportive environments, as well as for research designs that capture the dynamic, reciprocal nature of these processes. Conceptualizing mathematics anxiety through the lens of self-regulation not only bridges emotion and cognition but also reframes anxiety as a diagnostic indicator of regulatory imbalance, offering a more comprehensive understanding of how learners can develop adaptive control, persistence, and confidence in mathematics learning.
Keywords : Matematik kaygısı, öz-düzenleme, öz-yeterlik, duygusal düzenleme, öğrenme ortamları

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