Abstract
The current meta-analysis examined the association between K-12 students’ motivation to learn mathematics and mathematics anxiety, and explored the effects of potential moderating factors, including different motivation measures, dimensions of mathematics anxiety, students’ developmental stages, and cultural contexts. This meta-analysis was conducted with 73 articles (80 independent samples, total N = 95,872) and a total of 142 effect sizes. Results indicated a moderate, negative correlation between students’ motivation for mathematics and mathematics anxiety (r = − 0.42). Moreover, in accordance with the control-value theory, we classified the effect sizes into two groups: (a) correlations between mathematics anxiety and competence beliefs (i.e., self-efficacy and self-concept) and (b) correlations between mathematics anxiety and value beliefs (i.e., intrinsic value and achievement value). The strength of the correlation between students’ mathematics anxiety with competence beliefs (r = − 0.48) was stronger than the correlation with value beliefs (r = − 0.36). Moderator analyses revealed that the magnitudes of the overall effect sizes were not influenced by the dimensions of mathematics anxiety, students’ developmental stages, and cultural contexts. Theoretical and practical implications of the findings are discussed.
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