The mediating role of pointer memory and mathematical self-concept in the relationship between mathematical anxiety and mathematical performance in students

Math anxiety is one of the factors that disrupt students 'math performance, but the question is, are mathematical anxiety and math self-concept correlated with students' math anxiety and math performance?

To investigate the mediating role of mathematical memory and math self-concept in the relationship between mathematical anxiety and mathematical performance in students.

This was a descriptive correlational study. The statistical population of the study consisted of all students in the experimental period of Meybod city during the academic year of 1398-1989. 260 students were selected by cluster random sampling., Dale and Azov Paradat (2012), Marsh's Mathematical Self-Concept Questionnaire (1990), and Mathematics Lesson Score at the end of term. Data were analyzed using path analysis.

Math anxiety predicts students' math performance negatively (P<0/05). Mathematical anxiety had a direct and significant effect on mathematical performance with the mediator role of activator memory and mathematical self-concept (P<0/05).

Active memory and self-concept can influence students' mathematical anxiety and performance.