Math anxiety and self-efficacy in young learners: measurement and intervention

Math anxiety and self-efficacy are critical interdependent factors that influence not only academic performance, but also the development of long-term attitudes toward mathematics, through complex mechanisms that include cognitive and emotional interference, as well as the impact of the educational environment and social interactions. The present research examines the interdependence between math anxiety and math self-efficacy, two essential constructs that influence school performance and math attitudes among elementary school students. It emphasizes the importance of correct and simultaneous assessment of both dimensions, using innovative methods adapted to the children's age. The pilot program was implemented with the participation of two teachers and 48 students of 3rd grade, using visual self-report tools (reflective journals, emoticon scales) to assess the confidence and anxiety levels of the schoolchildren, worksheets observation to identify avoidance and engagement behaviours in math activities and structured interview guides for teachers and parents designed to provide a multidimensional perspective on students' reactions. The interventions included practical activities to provide students with experiences of success in simple tasks, such as math games or tasks involving educational robots, alongside relaxation exercises and techniques to encourage positive thinking integrated into math lessons. Teachers attended specific training in recognizing and managing math anxiety, as well as promoting self-efficacy using constructive feedback. The results indicated significant improvements in students; mathematical self-efficacy and a considerable reduction in anxiety, which led to better engagement of children in mathematical activities. The feedback provided by teachers and parents confirmed the progress, revealing the success of the interventions. This study highlights the need for an early intervention based on accurate assessments to prevent the long-term effects of math anxiety on school performance and academic development. The future research directions proposed include longitudinal studies to analyze the impact of these strategies on elementary school students; achievement and the development of a positive attitude toward mathematics. The results of the study underline the relevance of educational approaches that promote emotional resilience and self-efficacy, contributing to the creation of an educational environment favorable to mathematical learning in primary school.