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Abstract
This study examined the relationship between students’ motivation, test anxiety, and academic performance in mathematics at Gaas National High School during the school year 2025–2026. It aimed to understand how students’ attitudes, confidence, and emotional responses influence their learning experiences and outcomes in mathematics. The research assessed five dimensions of motivation intrinsic value, self-regulation, self-efficacy, utility value, and attainment value as well as twelve indicators of test anxiety. Results revealed that students generally demonstrated a high level of motivation, with self-efficacy emerging as the strongest factor, indicating that students felt confident in their mathematical abilities. Intrinsic and utility values were also rated highly, suggesting that students both enjoy and recognize the usefulness of mathematics. Conversely, attainment value was rated lowest but still within a high range. Regarding test anxiety, findings showed a moderate level among students, characterized by common worries about failure and performance expectations, though not to a debilitating degree. Academic performance results indicated that most students achieved a “Very Satisfactory” level, reflecting solid understanding and competency in mathematics. Correlational analysis revealed a negative relationship between motivation and test anxiety students with higher motivation reported lower anxiety but neither variable showed a significant direct impact on academic performance. These findings suggest that emotional and motivational factors shape students’ learning attitudes but are not the sole predictors of achievement. The study highlights the importance of fostering both emotional well-being and effective instructional strategies to enhance students’ confidence, reduce anxiety, and improve mathematical performance. https://doi.org/10.6002/wjher.6.2
Keywords
Students motivation, test anxiety, academic performance, self-regulation
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Journal: World Journal on Education and Humanities Research Motivation, Test Anxiety, And Mathematics Performance Among Junior High School Students Volume (Issue): 6(1) DOI: https://doi.org/10.6002/wjher.6.2 Pages: 12-22 Published: 04-30-2026Published: 1-2026 (c) Artchan Ardimer Manto Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteGozon, W (2026). Motivation, Test Anxiety, And Mathematics Performance Among Junior High School Students. World Journal on Education and Humanities Research, 6(1), 12-22. https://doi.org/10.6002/wjher.6.2
Final Submission Date: 10th June 2026
Acceptance Notification Date: January 2026