Abstract
This study investigated the differences in factors affecting mathematics anxiety among high school students based on time variables, school variables(grade, region, teaching format), and student variables(gender, college aspirations, academic achievement, career aspirations, elective math classes, parental involvement, private education). The ‘Mathematics Anxiety Factors Measurement Tool for High School Students’ was used to measure mathematics anxiety in one urban school and one rural school in September and December of 2022, as well as in March of 2023. The study included a total of 820 participants, and the collected data were analyzed using the SPSS 26.0 statistical program through independent samples t-tests, ANOVA, and simple regression analysis. The results showed that there were no statistically significant differences in mathematics anxiety based on time variables. However, statistically significant differences were observed in mathematics anxiety factors related to the other three school variables and seven student variables. These research findings provide implications for applying appropriate support and educational methods tailored to students' specific situations.
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