THE IMPACT OF SELF-EFFICACY ON MATH ANXIETY IN JUNIOR HIGH SCHOOL
STUDENTS AT FEU DILIMAN S.Y. 2024-2025 QUESTIONNAIRES
Submitted by:
Agda, Sebastian Jacob R.
Amar, Megan Andrea
Esteban, Martin John Elezear D.
Fabela, Jimm Leowell
Felices, Intel Cherish M.
Fontanilla, Gabriel Jon L.
Guacena, Rhian Carla C.
Libo-on, Carl Arvi
Sanguyo, Meia V.
Santos, West Xander Y.
Submitted to:
Ma’am Angelica C. Javier
English - 10
FEU Diliman
February 2025
Section I. Self-efficacy Levels (May, 2009)
A. High Self-efficacy Levels
I do believe I am the kind of person who is good at mathematics.
B . Moderate Self-efficacy Levels
I somewhat believe I am the kind of person who is good at mathematics.
C . Low Self-efficacy Levels
I do not believe I am the kind of person who is good at mathematics.
Section II. Math anxiety in different types of Math problems
A. Abstract Math Problems (Math Equations or Expressions)
1. I feel nervous when solving mathematical equations, especially complex
ones.
2. I get anxious when I see a long equation with multiple steps.
3. When solving equations, I sometimes second-guess myself even when I
know the correct method.
4. I feel overwhelmed when I encounter mathematical symbols and formulas
in equations.
5. I experience stress when solving equations under time pressure.
6. I avoid solving equations if I think they will be too difficult.
7. My hands feel sweaty or my heart beats faster when I struggle with a math
equation.
8. I worry about making mistakes when solving equations, even if I
understand the concept.
9. I feel discouraged when I cannot immediately solve a mathematical
equation.
10. Even when I prepare, I still feel anxious when working on equations.
B. Real-World Math Problems (Math Word Problems)
1. I feel anxious when I read a word problem and don't immediately know
how to solve it.
2. I worry that I will misunderstand key details when solving word problems.
3. My mind goes blank when I see a long or complex word problem.
4. I feel stressed when word problems require multiple steps to solve.
5. I sometimes avoid word problems because I feel unsure about how to
start.
6. I feel pressured to solve word problems quickly, which makes me more
anxious.
7. I get frustrated when I cannot figure out the correct equation for a word
problem.
8. I feel less confident in my math abilities when solving word problems
compared to solving direct equations.
9. I worry that I will misinterpret real-world scenarios in word problems.
10. Even when I practice, I still feel uneasy when working on word problems.
Section III. Personal Strategies used by the student or respondent
1. I practice math regularly to improve my confidence.
2. I break down math problems into smaller steps to make them easier to
solve.
3. I use positive self-talk (e.g., "I can do this") when solving math problems.
4. I remind myself of past successes in math to boost my confidence.
5. I set small math goals and celebrate when I achieve them.
6. I watch tutorials or videos to better understand math concepts.
7. I ask teachers or classmates for help when I don’t understand something.
8. I believe that my math skills can improve with effort and practice.
9. I try to stay calm and focused when facing a difficult math problem.
10. I visualize myself successfully solving math problems to reduce anxiety.
11. I take deep breaths or relax before solving math problems.
12. I use a step-by-step approach to reduce my stress while solving math.
13. I try to reframe mistakes as learning opportunities instead of failures.
14. I manage my time well when studying math to avoid last-minute stress.
15. I use strategies like writing down formulas or key concepts to stay
organized.
References
May, D. K. (2009). Mathematics self-efficacy and anxiety questionnaire (Doctoral
dissertation, University of Georgia).
