Mathematics Anxiety Regulation and Conceptual Understanding Among Grade 7 Learners
DOI:
https://doi.org/10.5281/zenodo.19729613Keywords:
mathematics anxiety regulation, conceptual understanding, Grade 7 learners, emotional control, predictive analysis, Mathematics learningAbstract
Persistent concerns over learners’ mathematical understanding have increasingly drawn attention to the role of affective regulation in classroom learning. Situated within this context, the present study investigated the relationship between mathematics anxiety regulation and conceptual understanding among Grade 7 learners in Dappat Integrated School, City of Ilagan, Isabela. A descriptive correlational design with predictive analysis was employed to examine mathematics anxiety regulation in terms of emotional control, confidence in handling difficult mathematical situations, and persistence in sustaining attention despite tension or worry, alongside conceptual understanding in terms of comprehension of mathematical ideas, recognition of relationships among concepts, interpretation of mathematical representations, and ability to explain mathematical reasoning. Data were collected using a validated researcher adapted questionnaire with high internal consistency. Findings showed that the learners demonstrated high levels of mathematics anxiety regulation and conceptual understanding. Multiple regression analysis further revealed that mathematics anxiety regulation significantly predicted conceptual understanding, with emotional control emerging as the strongest predictor, followed by persistence and confidence. The model accounted for a substantial proportion of the variance in conceptual understanding, indicating that learners’ capacity to regulate anxiety meaningfully contributed to deeper mathematical comprehension. These findings highlight the pedagogical value of fostering emotionally supportive mathematics classrooms that promote both regulation and understanding.
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