Abstract
The main objective of this paper is to determine the influence of various motivations and variables on mathematics performance of students in high school (college, lice). Some questionnaires covers 45 questions circulated to students at different high schools in Istanbul. 1D continuous wavelet and 1D wavelet packets were applied to interpret the role of different scales on anxiety and mathematic performance of the students. There are no differences in anxiety, self concept, or self-efficacy for selfregulation between start and end of year, but, by end of year, students described mathematics as less valuable and reported lower effort and persistence. There are some gender differences in the motivation constructs.
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