Math Anxiety and Academic Self-Efficacy Among First-Generation College Students in the Philippines: Framework for a Targeted Support Program
Keywords:
Academic self-efficacy, First-generation college students, Math anxiety, Quantitative correlational design, Targeted support programAbstract
This study examined the relationship between math anxiety and academic self-efficacy among first-generation college students (N = 396) enrolled in gateway mathematics courses at Northeastern College, Santiago City, Philippines. Grounded in Bandura’s self-efficacy theory (Bandura, 1997) and Eccles and Wigfield’s expectancy-value theory (Eccles & Wigfield, 2002), the research utilized a quantitative correlational design with stratified random sampling. Data were gathered using adapted, psychometrically validated versions of the Mathematics Anxiety Rating Scale and the Academic Self-Efficacy Scale. Standardized statistical procedures—including Pearson correlation, linear regression, and analysis of variance (ANOVA)— were used to analyze the dataset. The results revealed a significant negative correlation between math anxiety and academic self-efficacy (r = -.482, p < .001). Linear regression analysis indicated that math anxiety was significantly associated with lower academic self-efficacy, explaining 23.2% of the variance in academic self-efficacy (𝑅= .232, F = 118.40, p < .001). Furthermore, ANOVA and t-test analyses revealed significant demographic differences: female students exhibited higher math anxiety (t = -4.62, p < .001) and lower academic self-efficacy (t = 2.85, p = .005) compared to male peers, while math anxiety levels varied significantly across year levels (F = 3.85, p = .010). These empirical findings highlight a self-reinforcing cycle of quantitative distress and diminished self-belief that is associated with lower levels of academic progression. Consequently, a targeted, culturally sensitive intervention framework incorporating low-stakes assessments, peer mentoring, and growth-mindset workshops is proposed to mitigate math anxiety and enhance academic self-efficacy.
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