Abstract
Objectives The purpose of this study was to empirically analyze the relationship between mathematical self-effi-cacy, mathematical anxiety, and mathematical interest in science and engineering college students.
 Methods The survey was conducted on 342 science and engineering college students in the metropolitan area, and empirical study was performed by multi-regression analysis and bootstrapping with SPSS statistical program.
 Results The following major results were derived. First, college students' confidence in mathematics, preference for task difficulty, and self-regulation efficacy were all found to have a significant negative effect on math anxiety. Second, it was found that college students' math anxiety had a significant negative effect on math interest. Third, it was discovered that college students' confidence in mathematics, task difficulty preferences, and self-regu-latory efficacy all had a significant positive effect on math interest. Fourth, it was discovered that mathematical self-efficacy factors like confidence, task difficulty preference, and self-regulation efficacy all had a positive im-pact on mathematical interest through mathematical anxiety.
 Conclusions It was concluded that this study identified task difficulty preference factors and confidence factors in increasing interest in mathematics via empirical study.
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