A cross-sectional study on mathematics anxiety and mathematics self-efficacy among high school students using Fuzzy Conjoint Analysis

Mathematics anxiety and self-efficacy are acknowledged as key predictors of students’ attitudes and performance in mathematics. This study examines the levels of mathematics anxiety and self-efficacy among 62 secondary school students from SMK Ketereh, Kelantan. Data were collected using the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) and analyzed using the Fuzzy Conjoint Analysis to determine the membership degree of each attribute based on predefined linguistic levels. Spearman’s Rank Correlation was applied to examine the relationships between key variables. The results indicated that students experienced high levels of mathematics anxiety, particularly related to fear of failure and concerns about performance. Despite this, students also demonstrated high levels of confidence in their mathematical capabilities. Comparisons between lower and upper secondary students revealed minimal differences in perception. Additionally, a weak positive correlation was observed between self-efficacy and achievement, as well as between anxiety and achievement. A weak negative correlation was found between anxiety and self-efficacy. The findings highlight the importance of enhancing instructional strategies and providing targeted support to help students manage anxiety and build confidence in mathematics.