Moderated Mediation of the Relationship of Mathematics Self-Efficacy, Grit,

Mathematics Anxiety and Mathematics Academic Achievement

of College Students

1. Introduction

Having grit and tenacity are characteristics used to describe an individual

capable of turning a goal into a reality Phillips-Martinez( 2017). According to Bennett et.

al. (2020) and Allen et. al. (2021), grit has a positive impact on student performance in

the classroom. Wilson (2013) also elaborated that feelings of tension and anxiety

interfere in solving mathematical problems in a wide variety of ordinary life and

academic situations”. In a research conducted by Ashcraft (2002), Math anxiety refers

to feelings of fear, tension, and apprehension that many people experience when

engaging with math. Moreover, in a study published by Acevedo et. al. (2020), the

findings of their research showed that as anxiety increases, the academic performance

decreases. Aside from the effects of anxiety towards learning mathematics, there are

also studies stating that self - efficacy has something to do with mathematics

achievement. According to Liu and Koirala (2009),students who were confident of their

performance in mathematics tended to have better mathematics achievement. In

addition, in a study conducted by Negara et. al (2021), the said research finding

provided an overview of the importance of mathematics self-efficacy on mathematics

academic success.
 However, the aforementioned studies only catered on the pairs of variables

provided - relationship between grit and mathematics achievement, relationship

between self - efficacy and mathematics achievement and relationship between anxiety

and mathematics achievement. Thus, this study would try to expound the idea that

mathematics achievement can be affected by self - efficacy, grit and anxiety and the

relationship of the said variables can be mediated. This paper will test if grit can

influence the mediated relationship between anxiety and mathematics self - efficacy, if

math anxiety mediates the relationship between math self-efficacy and achievement in

mathematics and if grit moderates the effect of math anxiety towards the relationship of

math self-efficacy and achievement in mathematics.

This study is anchored on the Self-efficacy theory of Bandura (1994) which states

that self-efficacy beliefs have a variety of implications on cognitive functions. A lot of

human conduct is purposeful and is therefore governed by planning that embodies

important objectives. The ability assessment that one does of oneself has an impact on

personal goal setting. Higher goal challenges are established by people and they are

more firmly committed to them when perceived self-efficacy is higher. The kinds of

anticipatory scenarios that people create and practice are influenced by their

perceptions of their own effectiveness. People with high levels of efficacy picture

success scenarios that act as encouraging benchmarks and supports for achievement.

Those who are unsure of their effectiveness imagine failure scenarios and focus on all

the potential failures. Fighting self-doubt makes it tough to do much.

Furthermore, the interpreted outcome of one's earlier performance, or mastery

experience, is the most important basis, according to Pajares (2002). A person who
performs tasks and activities interprets the outcomes of those actions, uses those

interpretations to strengthen their capacity to perform other tasks or activities, and acts

in accordance with the beliefs they have developed. Naturally, results that are perceived

as successes increase self-efficacy, whereas those that are perceived as failures

decrease it. Low self-efficacy individuals usually downplay their accomplishments rather

than altering their self-perception. Some people continue to doubt the effectiveness of

someone's ability to enhance a comparable attempt after they have achieved

accomplishment via constant effort. Therefore, mastering experiences are merely raw

data, and numerous elements that change information are processed cognitively and

have an impact on a person's perception of himself.

The Mathematics Anxiety Rating Scale (MARS), created by Richardson and

Suinn, was the first standardized tool for evaluating math anxiety (1972). In this test,

participants rate how anxious they would be in a variety of real-world circumstances,

such as trying to figure out a restaurant bill after believing they were overcharged or

taking a math exam.

It is widely held—and well established—that math anxiety plays a significant role

in what Ashcraft and Faust (1994) called "global avoidance," the well-established

propensity of math-anxious people to avoid situations that require a lot of math, such as

elective coursework in secondary and postsecondary education. Because of this,

math-anxious people tend to avoid educational paths and professions that require

arithmetic, despite rising demands for the workforce to be well-versed in cutting-edge

knowledge.
 Grit has been introduced by Duckworth et al. (2007) and Duckworth and Quinn

(2009) as a personality trait that predicts achievement. Consistency of interests and

persistence of effort are its two main components. Consistency of interests is the act of

not frequently altering one's goals and interests, and perseverance of effort is the

predisposition to work hard despite difficulties. It is assumed that both elements play a

role in the outcome (Duckworth & Quinn, 2009). According to Duckworth et al. (2007),

grit may be a more accurate predictor of success than the results of aptitude tests.

Credé et al. (2017) discovered in their meta-analysis that grit was only weakly

connected with success. But it had a strong relationship with conscientiousness.

Thus, at the end of the study, the researchers aim to identify the relationship of

anxiety, self - efficacy and grits towards mathematics achievement.

Statement of the Problem

The study is conducted to determine the moderated mediation effect of Math

self-efficacy, Math anxiety and grit to the mathematic’s achievement of the BSED Math

students from first to fourth year level in St.Cecilia’s College. Specifically, this study

aims to determine:

1.) Does Math self-efficacy have a significant effect on the achievement in College

algebra of the students?

2.) Does Grit moderate the relationship between Math self-efficacy and Math

anxiety?
 3.) Does Math anxiety mediate the relationship between Math self-efficacy and

achievement in College algebra?

4.) Does Grit moderate the effect of Math anxiety towards the relationship of Math

self-efficacy and achievement in College algebra?

Hypotheses Development

Mathematics self-efficacy, anxiety, and grit as factors affecting Mathematics

academic achievement

According to Peters (2012), self-efficacy acts as a moderator of academic

outcomes, academic performance, and cognitive engagement. Peters (2012) observed

that mathematics self-efficacy was positively correlated with mathematics performance,

and that when self-efficacy is lacking in mathematics it contributes to a lack of

mathematics achievement. In addition, Phan and Walker (2000) investigated the

predicting and mediating role of mathematics self-efficacy and discovered that when

other motivational variables were controlled, students' mathematics self-efficacy made

an independent contribution to the prediction of their performance in mathematics

problem-solving.

Furthermore, it was evident that the majority of research on mathematics

self-efficacy concluded that it influenced or at least predicted performance (Causapin,

2012). For instance, a study of Liu & Koirala (2009) found a positive relationship

between mathematics self-efficacy and mathematics achievement (r= .362, p < .001),
and mathematics self-efficacy was a significantly positive predictor of mathematics

2
achievement (𝑅 = .129, F(1,387) = 970.28, p<.001). Same with the studies of Pajares &

Kranzler (1995); Randhawa et al., (1993); and Skaalvik & Skaalvik (2004) who reported

that math self-efficacy was found to be predictive on problem solving skills in Math.

Meanwhile, some studies concluded that self-efficacy was an insignificant predictor of

performance (Bandalos, et al., 1995; Norwich, 1987), but only after admitting that the

relationship was more complicated than previously thought or that correlation with

another variable existed. Nonetheless, the relationship between performance and

self-efficacy still exists. Therefore, this study hypothesize that:

𝐻1𝑎: Mathematics self - efficacy affects Mathematics performance

In the same manner, Mathematics anxiety is also considered to be a factor in

poor student academic performance (Kumar & Venkatesan, 2010). Ma and Xu (2003)

defined mathematics anxiety as a state of tension, dislike, frustration, and fear. It is a

disabling condition that causes students to struggle in Math. Math anxiety has been

linked to reduced math performance in students for the reason that math anxiety is the

state of discomfort that prompts students to avoid mathematics entirely.

Many empirical studies have found a negative math anxiety-performance link,

indicating that math anxiety leads to poor performance when individuals deal with math

reasoning or solve math problems (Bandalos et al., 1995; Ma and Xu, 2003; Miller and

Bichsel, 2004; Zhang et al., 2019; Barroso et al., 2021). For example, (Zhang et al.,

2019) evaluated mixed math performance (calculation and problem solving) reported

the large effects (r = −0.37) and (Barroso et al., 2021) reported an average correlation
between math anxiety and math achievement was small-to-moderate, negative, and

significant (r = -.28). Simultaneously, (Barroso et al., 2021) conducted a moderator

analysis to see if the size of the correlation between math anxiety and math

achievement varied by study and sample characteristics. As indicated by the Q-statistic

2
and 𝐼 -statistic, there was a significant amount of unexplained variance across the

range of effect sizes included in the calculation of the overall average effect size (Q =

2
7784.61, p < .0001, df = 747; 𝐼 = 90.42), suggesting that these effect sizes did not come

from the same population and validating the use of a random-effects model. Therefore,

this brings the researchers to hypothesized that:

𝐻2𝑎: Mathematics anxiety affects Mathematics performance

Meanwhile, grit has gained popularity in educational psychology in recent years.

Personal success in education and in life is predicted by the studies of (Park et al.,

2020). Duckworth et al. (2007) believe that grit is a predictor of academic achievement,

lifetime educational attainment, and job performance and retention. Duckworth (2016)

defines grit as a combination of perseverance and consistency. However, in an

ever-changing world, demonstrating grit can be beneficial in dealing with daily

challenges and may influence student outcomes.

Several studies such as Lam & Zhou (2019) reveals that: overall grit level and its

two facets (consistency of interest and perseverance of effort) are positively related to

academic achievement; the relationship between grit and academic achievement is

moderated by grade level; and perseverance of effort has the largest effect size on

students' academic achievement when compared to overall grit level and consistency of
interest. Another study by McFarlane (2018) demonstrated that second graders with

higher levels of grit had higher levels of achievement in both mathematics (r = .506, p <

.000). However, in contrast, a study of Barrington (2017) reveals that although students

demonstrated grit in learning but it was not statistically associated with academic

achievement in reading, mathematics (𝑟 =. 18, 𝑝 = 0. 10), and writing. This was

seconded by a study of Doleck et al., (2018) that suggests that neither grit, nor mindset

2
was predictive of academic achievement (𝑅 =.004; F(1, 294) = 1.479, p = .225).

Moreover, when looking at factors that predict GPA among college students, the

effect of grit is inconsistent, with some studies showing a definitively positive

relationship (Duckworth et al., 2007; Strayhorn, 2014) and others showing a more

ambiguous or indefinite relationship (Bazelais et al., 2016; Jaeger, Freeman, Whalen, &

Payne, 2010; Wolters & Hussain, 2015). After all, the researchers agreed that grit could

play an important role in students’ academic success. Hence, this study hypothesized

that:

𝐻3𝑎: Mathematics grit affects Mathematics performance

Overall, this compelling line of research aforementioned suggests that

Mathematics self-efficacy, Mathematics anxiety, and Mathematics grit all have an impact

on Mathematics academic achievement.

Mediation and moderation variables between the relationship of Math self

efficacy, Math anxiety, and achievement

 Various studies have been conducted on the relationship of Math self-efficacy,

anxiety and grit of students in learning Mathematics. Most educators agree that a

variety of factors influence a student's level of academic achievement, one of such

factors is self efficacy. It is important to note that it is not uncommon to find a student

who has high self-efficacy but performs poorly in mathematics (Kim et al., 2012). And

yet, because self-efficacy is negatively associated with mathematics anxiety (Rozgonjuk

et al., 2020; Khasawneh et al., 2021), it is possible that the positive effect of self-efficacy

on mathematics skills is significantly diminished because mathematics anxiety

outweighs the effect due to its negative relationship with mathematics skills (Kim et al.,

2012). In this case, math anxiety serves as a mediation variable between the

relationship of self-efficacy and academic achievement.

Several studies have shown that mathematics anxiety significantly mediates the

relationship between self-efficacy (perceived competence) and math achievement (Kim

et al., 2012; Pérez-Fuentes et al., 2020). As an example, (Kim et al., 2012) conducted a

series of regression analyses to test the mediating role of mathematics anxiety in the

influence of self efficacy on mathematics skills. Results show that when mathematics

anxiety was regressed on self-efficacy, there was a negative relationship between the

two (β=-.165, t=-2.041, p<.05) and when mathematics skills were regressed on math

self efficacy there was a significant effect between variables (β=.159, t=1.958, p<.10).

But when mathematics skills were regressed on both math anxiety and self-efficacy,

math anxiety has a negative effect on mathematics skills (β=-.231, t=-2.876, p<.01);

whereas self-efficacy had no influence on mathematics skills (β=.121, t=1.502). Thus,

this finding implies that when the concept of mathematics anxiety is considered
simultaneously, the significant relationship between self efficacy and mathematics skills

no longer holds. Therefore, this study established the hypothesis that:

𝐻4𝑎: Mathematics anxiety mediates the relationship between self efficacy and

mathematics .

Subsequently, as mentioned, self-efficacy is negatively associated with

mathematics anxiety (Rozgonjuk et al., 2020; Khasawneh et al., 2021). This means that

a higher sense of self-efficacy is associated with lower levels of math anxiety. In

addition, it was found out that both self-efficacy and grit have been acclaimed as

effective predictors of performance (Usher et al., 2019). Specifically, the same study

(Usher et al., 2019) reported that grit was correlated positively with self-efficacy (.37 ≤ r

≤ .66), modestly with teacher ratings in reading and math (.14 ≤ r ≤ .25), and weakly or

uncorrelated with achievement (.03 ≤ r ≤ .13). In addition, Rozgonjuk et al., (2020) and

Yu et al., (2021) reveals that math-specific grit may mediate the relationship between

math anxiety and math achievement. In conclusion, this line of research suggests that

grit is a significant factor that will affect the relationship between math self-efficacy, math

anxiety and math achievement.

In line with that, the researchers are interested to know about the moderation role

of grit among these variables. That is, first, grit as a moderator variable may act upon

the relationship between math-self efficacy and anxiety and change its direction or

strength. Secondly, grit as a moderator variable may change the impact of math anxiety

towards the relationship of math anxiety and achievement. Thus, with the limited studies
on the moderating effects of math grit on the relationship between math self efficacy,

math anxiety, and achievement , the study hypothesize that:

𝐻5𝑎: Mathematics grit moderate the relationship between Math self-efficacy and

Math anxiety.

𝐻6𝑎: Mathematics grit moderate the effect of Math anxiety towards the

relationship of Math self-efficacy and achievement

Conceptual Framework

Based on the identified research hypotheses of the study, Figure 1 depicts the

proposed conceptual framework by which the study may be explained.

Figure 1: Conceptual Framework

 This study is framed and structured from the moderated mediation model by

Langfred (2004), with three focus areas which highlights the relationship between Math

self-efficacy and achievement in college algebra, with Math anxiety as mediating

variable, and Grit as moderating variable, in an attempt to answer the research

questions. The decision to focus on these three areas is suggested in the previous

chapter; however it is important to build on this and consider the significance of the

three variables specifically researched and their significance to the present readings of

Math achievements (see Figure 1 above).

2. Methodology

2.1. Research Design

This study used correlational research design since data were collected and

analyzed to establish the relationship between math self-efficacy, math anxiety, GRIT

and recent Mathematics grade as data on the students’ Mathematics’ achievement

through their report cards.

2.2. Study Population and Sample

All BSED-Math students of St. Cecilia’s College constituted the population for this

study. Participants in the study consisted of 90 BSED-Math students, ____ women and

______ men, from first to fourth year level who took Math as one of their subjects.
 Table 2. Profile of the students

N= 90

Items F Percentage Rank

Year Level

First Year

Second Year

Third Year

Fourth Year

Sex

Male

Female

There were ____(__%) students from the First year level, __ (__%) were from

the Second year, __ (__%) were from the Third year, and __ (__%) were from the

Fourth year. _____(__%) of the students were male and __ (__%) were female.

2.3. Instrument

The instrument was designed after a standardized questionnaire, Mathematics

Self-Efficacy and Anxiety Questionnaire by Diana K. May (2009) of the University of

Georgia and a Short Grit Scale created by Duckworth and Quinn (2007) but modified by

Caihong Li (2015). Moreover, to evaluate math-specific grit, the researchers modified

the Short Grit Scale by adapting the items to the math learning context.
 The researchers in this study used the Mathematics Self - Efficacy and Anxiety

Questionnaire (MSEAQ) developed by Diana K. May (2009). In her research, she

obtained the Cronbach’s coefficient alpha of the instrument 0.94, which measured the

internal consistency of the MSEAQ and was considered to be very good. Therefore, the

MSEAQ is considered to be highly reliable in terms of its internal consistency. Moreover,

the Cronbach’s coefficient alphas were calculated for the mathematics self-efficacy and

mathematics anxiety subscales, which were 0.90 and 0.91.

Also, the self-efficacy items of the MSEAQ had a statistically significant positive

correlation to the established Mathematics Self-Efficacy Scale by Betz and Hackett.

Similarly, the anxiety items of the MSEAQ had a statistically significant positive

correlation to the established short version of the Mathematics Anxiety Rating Scale by

Suinn and Winston (May, 2009).

In addition, the same MSEAQ created by May (2009) was used by Reboroso et.

al. (2018) in their study which focused on the mathematics self efficacy and anxiety and

mathematics performance of elementary education students of the College of Teacher

Education of the University of the Northern Philippines.

Meanwhile, the Grit - scale used in this study is an 8-item Grit-S developed by

Duckworth and Quinn (2007) to measure the perseverance and passion to pursue long

time goals, but had a minor modification to the response option system used and

patterned from Caihong Li’s study (2015).

Based on Duckworth and Quinn’s study, they were able to observe that Grit–S

played acceptable internal consistency, with alphas ranging from 0.73 to 0.83 across the
four samples. Also, they found out that the Consistency of Interest subscale showed

adequate internal consistency as well, with alphas ranging from .73 to .79. Alphas were

somewhat lower for Perseverance of Effort, with values ranging from .60 to .78.

Moreover, in the research of Li (2015), he was able to compute the Cronbach's

alpha coefficient of the instrument. The sample results indicated that the general grit

factor, the interest factor, and the effort factor of the Grit-S possessed a satisfactory

reliability: omega_G ranged from 0.846 to 0.925, omega_I from 0.816 to 0.937, and

omega_E from 0.803 to 0.874.

Mathematics Self-Efficacy, Anxiety, and GRIT questionnaires consist of the

modified 14-item, 15-item, and 8-item Mathematics-related situations, respectively. The

participants rated the extent of their Mathematics Self-Efficacy, Anxiety, and GRIT when

facing the learning scenarios with response options ranging from 1 (lowest) to 4

(highest). The researchers used a modified four (4) point Likert scale with the following

parameters for the levels of Mathematics self-efficacy, anxiety, and GRIT.

Table 1. Mathematics Self-Efficacy, Mathematics Anxiety and Mathematics Grit

Rating Guide

Symbol Description Meaning Weight Interpretation

Scale Symbol Description

A Always The condition is 4 3.25 – 4.00 VHSE Very high

observed all the self-efficacy
time.

O Often The condition is 3 2.50 – 3.24 HSE High

 observed most of Self-efficacy
the time.

S Sometimes The condition is 2 1.75 – 2.49 ASE Average

observed at Self-Efficacy
certain times.

N Never The condition has 1 1.00 – 1.74 LSE Low

never been Self-efficacy
observed.

Table 2. Students’ Level of Mathematics Self-Efficacy

N=90

Mathematics Self-Efficacy Items A O S N Weighted Description Rank

(4) (3) (2) (1) Mean

1. I feel confident enough to ask

questions in my mathematics class.

2. I believe I can do well on a

mathematics test.

3. I believe I can complete all of the

assignments in my mathematics
subject.

4. I believe I am the kind of person

who is good at mathematics.

5. I believe I will be able to use

mathematics in my future career
when needed

6. I believe I can understand the

content in a mathematics subject.

7. I believe I can get an “A” when I am

in a mathematics subject.

8. I believe I can learn well in a

mathematics subject.

9. I feel confident when taking a

mathematics test

10. I believe I am the type of person

who can do mathematics.

11. I feel that I will be able to do well

in future mathematics subjects.

12. I believe I can do mathematics in

a mathematics subject.

13. I believe I can think like a

mathematician.

14. I feel confident when using

mathematics outside of school.

Composite Mean

Table 3. Students’ Level of Math Anxiety

N=90

Mathematics Anxiety Items A O S N Weighted Description Rank

(4) (3) (2) (1) Mean

1. I get tense when I prepare for a

mathematics test.

2. I get nervous when I have to use

mathematics outside of school.

3. I worry that I will not be able to

use mathematics in my future
career when needed.

4. I worry that I will not be able to

get a good grade in my
mathematics subject.

5. I worry that I will not be able to

do well on the mathematics test.

6. I feel stressed when listening to

mathematics instructors in class
7. I get nervous when asking
questions in class.

8. Working on mathematics
homework is stressful for me.

9. I worry that I do not know

enough mathematics to do well in
future mathematics subjects.

10. I worry that I will not be able to

complete every assignment in a
mathematics subject.

11. I worry that I will not be able to

understand mathematics.

12. I worry that I will not be able to

get an “A” in my mathematics
subject.

13. I worry that I will not be able to

learn well in my mathematics
subject.

14. I get nervous when taking a

mathematics test.

15. I am afraid to give an incorrect

answer during my mathematics
class.

Composite Mean

Table 4. Students’ Level of GRIT

Mathematics GRIT Items A O S N Weighted Description Rank

(4) (3) (2) (1) Mean

1. New mathematical concepts and

new projects
sometimes distract me from
previous
ones.

2. In Mathematics, setbacks don’t

discourage me.

3. I have been obsessed with a

certain mathematical
concept/problem for a short time
but later lost interest.

4. I work hard in Mathematics.

5. In my mathematics subjects, I
often set a goal but later choose to
pursue a different one.

6. I have difficulty maintaining my

focus on math projects that take
more than a few months to
complete.

7. When working on math

problems, I finish whatever I begin.

8. I am diligent when learning

Mathematics.

2.4 Data Analysis

The study employed …

3. Results

4. Discussion

The present research resulted in the …

 References

● Allen, R.E., Kannangara, C. & Carson, J. (2021). True Grit: How important is the

Concept of Grit for Education? A Narrative Literature Review. International Journal of

Educational Psychology, 10(1), 73-87. https://doi.org/10.17583/ijep.2021.4578

● Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive

consequences. Current Directions in Psychological Science,11, 181–185.

doi:10.1111/1467-8721.00196

● Bandalos, D. L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept,

perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of

Educational Psychology, 87(4), 611–623. https://doi.org/10.1037/0022-0663.87.4.611

● Barrington, M. (2017). Assessing The Link Between Grit And Academic Achievement In

Reading, Mathematics, And Writing Among 4th Graders: An Explanatory Sequential

Mixed Methods Inquiry. Retrieved from

https://tamucc-ir.tdl.org/bitstream/handle/1969.6/24395/Barrington_Melissa_dissertation.

pdf?sequence=1&isAllowed=y

● Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C.

(2021). A meta-analysis of the relation between math anxiety and math achievement.

Psychological Bulletin, 147(2), 134–168. https://doi.org/10.1037/bul0000307

● Bazelais, P., Lemay, D. J., & Doleck, T. (2016). How does grit impact college students’

academic achievement in science? European Journal of Science and Mathematics

Education, 4(1), 33–43. https://doi.org/10.30935/scimath/9451

● Bennett, D., McCarty C., & Carter, S. (2020). The Relationship Between Grit and

Academic Performance in the School. Journal for Economic Educators.

https://libjournals.mtsu.edu/index.php/jfee/article/view/1900
● Berou, M., Cuevas, M. M., (2016). Students’ Math Self-efficacy and anxiety as correlates

to academic performance. University of Bohol Multidisciplinary Research Journal ·

September 2016. Retrieved from

https://universityofbohol.edu.ph/journals/index.php?journal=ubmrj&page=article&op=vie

w&path[]=64

● Causapin, M. G. A. (2012). Mathematics Self-Efficacy and Its Relation To

Proficiency-Promoting Behavior And Performance. Retrieved from

https://academiccommons.columbia.edu/doi/10.7916/D88S4X5C/download

● Doleck, T., Bazelais, P., Lemay, D. J., Hu, X. S., Vu, A., & Yao, J. (2018). Grit, Mindset,

and Academic Performance: A Study of Pre-University Science Students. EURASIA

Journal of Mathematics, Science and Technology Education, 14(12).

https://doi.org/10.29333/ejmste/94570

● Duckworth, A. (2016). Grit: The power of passion and perseverance (Vol. 234). New

York, NY: Scribner.

● Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit:

Perseverance and passion for long-term goals. Journal of Personality and Social

Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087

● Jaeger, B., Freeman, S., Whalen, R., & Payne, R. (2010). Successful Students: Smart

Or Tough? 2010 Annual Conference & Exposition Proceedings.

https://doi.org/10.18260/1-2--16281

● Karimi, A., & Venkatesan, S. (2010). Mathematics Anxiety, Mathematics Performance

and Overall Academic Performance in High School Students. Journal of the Indian

Academy of Applied Psychology, 36(1). Retrieved at

https://www.academia.edu/37315599/Mathematics_Anxiety_Mathematics_Performance_

and_Overall_Academic_Performance_in_High_School_Students
● Khasawneh, E., Gosling, C., & Williams, B. (2021). The effect of self-efficacy on maths

anxiety among paramedic students. Australasian Journal of Paramedicine, 18.

https://doi.org/10.33151/ajp.18.814

● Kim, Min-Jung, Kim, Hyun-Jung, & Kim, Dong-Jin (2012). A Study on the Mediating Role

of Mathematics Anxiety in the Influence of Self Efficacy on Mathematics Skills of College

Students Majoring in Hospitality Management. Culinary Science & Hospitality Research,

18(4), 59–69. https://doi.org/10.20878/cshr.2012.18.4.005005005

● Lam, K. K. L., & Zhou, M. (2019). Examining the relationship between grit and academic

achievement within K‐12 and higher education: A systematic review. Psychology in the

Schools, 56(10), 1654–1686. https://doi.org/10.1002/pits.22302

● Langfred, C. W. (2004). Too Much of a Good Thing? Negative Effects of High Trust and

Individual Autonomy in Self-Managing Teams. Academy of Management Journal Vol. 47,

No. 3. https://doi.org/10.5465/20159588

● Liu, Xing and Koirala, Hari, "The Effect of Mathematics Self-Efficacy on Mathematics

Achievement of High School Students" (2009). NERA Conference Proceedings 2009.

30. https://opencommons.uconn.edu/nera_2009/30

● Ma, X., & Xu, J. (2003). The causal ordering of mathematics anxiety and mathematics

achievement: a longitudinal panel analysis. Journal of Adolescence, 27(2), 165–179.

https://doi.org/10.1016/j.adolescence.2003.11.003

● May, D. K., (2009). Mathematics Self-Efficacy and Anxiety Questionnaire. A Dissertation

Submitted to the Graduate Faculty of The University of Georgia.

https://getd.libs.uga.edu/pdfs/may_diana_k_200908_phd.pdf

● McFarlane, Sheri L., (2018). Assessing the relationship of grit and student achievement

in reading and mathematics in second grade students of the Sault Ste. Marie public

school district. Master's Theses and Doctoral Dissertations. 934.

https://commons.emich.edu/theses/934
● Miller, H., & Bichsel, J. (2004). Anxiety, working memory, gender, and math performance.

Personality and Individual Differences, 37(3), 591–606.

https://doi.org/10.1016/j.paid.2003.09.029

● Norwich, B. (1987). Self-efficacy and mathematics achievement: A study of their relation.

Journal of Educational Psychology, 79(4), 384–387.

https://doi.org/10.1037/0022-0663.79.4.384

● Pajares, F., & Kranzler, J. (1995). Self-Efficacy Beliefs and General Mental Ability in

Mathematical Problem-Solving. Contemporary Educational Psychology, 20(4), 426–443.

https://doi.org/10.1006/ceps.1995.1029

● Park, D., Tsukayama, E., Yu, A., & Duckworth, A. L. (2020). The development of grit and

growth mindset during adolescence. Journal of Experimental Child Psychology, 198,

104889. https://doi.org/10.1016/j.jecp.2020.104889

● Pérez-Fuentes, M. D. C., Núñez, A., Molero, M. D. M., Gázquez, J. J., Rosário, P., &

Núñez, J. C. (2020). The Role of Anxiety in the Relationship between Self-efficacy and

Math Achievement. Psicología Educativa, 26(2), 137–143.

https://doi.org/10.5093/psed2020a7

● Peters, M. L. (2012). Examining the Relationships among Classroom Climate,

Self-efficacy, and Achievement in Undergraduate Mathematics: A Multi-level Analysis.

International Journal of Science and Mathematics Education, 11(2), 459–480.

https://doi.org/10.1007/s10763-012-9347-y

● Phan, H., & Walker, R. (2000). The Predicting and Mediational Role of Mathematics

Self-efficacy: A Path Analysis. AARE Annual Conference, Sdyney. Retrieved from

https://www.aare.edu.au/data/publications/2000/pha00224.pdf

● Phillips-Martinez, B. (2017). Grit and mindset as predictors of student success in a first

time online high school course (Publication No. 10284998) [Doctoral dissertation,
 Northwest Nazarene University]. PQDT Global.

http://whdl.org/en/browse/resources/10587

● Randhawa, B. S., Beamer, J. E., & Lundberg, I. (1993). Role of mathematics self-efficacy

in the structural model of mathematics achievement. Journal of Educational Psychology,

85(1), 41–48.https://doi.org/10.1037/0022-0663.85.1.41

● Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale:

Psychometric data. Journal of Counseling Psychology, 19(6), 551–554.

https://doi.org/10.1037/h0033456

● Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & Täht, K. (2020). Mathematics

anxiety among STEM and social sciences students: the roles of mathematics

self-efficacy, and deep and surface approach to learning. International Journal of STEM

Education, 7(1). https://doi.org/10.1186/s40594-020-00246-z

● Skaalvik, E. M., & Skaalvik, S. (2004). Self-Concept and Self-Efficacy: A Test of the

Internal/External Frame of Reference Model and Predictions of Subsequent Motivation

and Achievement. Psychological Reports, 95(3_suppl), 1187–1202.

https://doi.org/10.2466/pr0.95.3f.1187-1202

● Strayhorn, T. L. (2013). What Role Does Grit Play in the Academic Success of Black

Male Collegians at Predominantly White Institutions? Journal of African American

Studies, 18(1), 1–10. https://doi.org/10.1007/s12111-012-9243-0

● Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and

self-efficacy: Are both essential for children’s academic success? Journal of Educational

Psychology, 111(5), 877–902. https://doi.org/10.1037/edu0000324

● Villamizar Acevedo, G., Araujo Arenas, T.Y., Trujillo Calderón, W.J. (2020). Relationship

between mathematical anxiety and academic performance in mathematics in high school

students. Ciencias Psicológicas, 14(1), e-2174. Doi:

https://doi.org/10.22235/cp.v14i1.2174
● Wilson, S. (2013). Mature age pre-service teachers’ mathematics anxiety and factors

impacting on university retention. In V. Steinle, L. Ball & C. Bardini (Eds.), Mathematics

education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference

of the Mathematics Education Research Group of Australasia), p. 666-673. Melbourne,

Australia: MERGA36. Retrieved from https://files.eric.ed.gov/fulltext/ED592472.pdf

● Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college

students’ self-regulated learning and academic achievement. Metacognition and

Learning, 10(3), 293–311. https://doi.org/10.1007/s11409-014-9128-9

● Yu, Y., Hua, L., Feng, X., Wang, Y., Yu, Z., Zi, T., Zhao, Y., & Li, J. (2021). True Grit in

Learning Math: The Math Anxiety-Achievement Link Is Mediated by Math-Specific Grit.

Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.645793

● Zhang, J., Zhao, N., & Kong, Q. P. (2019). The Relationship Between Math Anxiety and

Math Performance: A Meta-Analytic Investigation. Frontiers in Psychology, 10.

https://doi.org/10.3389/fpsyg.2019.01613