Abstract
The purpose of the present study was to examine a predicting model of high school students’ math anxiety based on classroom goal structure, self-regulation and math self-efficacy. For this reason 436 first grade male high school students were selected through multiple cluster sampling. They completed a questionnaire consisting of perceived classroom goal structure (Midgley et al. 2000), Math anxiety (Bai et al. 2009) and researcher-made math self-efficacy scale. Data was analyzed using path analysis technique. Results indicated that mastery and performance-approach structures negatively influence math anxiety, directly and indirectly. All goal structures have a positive effect on self-regulation and performance-approach structure affects math selfefficacy positively, performance-avoidance structure affects it negatively, however. Math self-efficacy affects math anxiety directly and negatively, while negative effect of self-regulation is indirect through math self-efficacy. The mediating role of selfregulation and math self-efficacy in relationship between classroom goal structure and math anxiety was confirmed.
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