Investigating the effect of digital literacy on math anxiety of first grade high school students in Dehdasht

The purpose of this study was to investigate the effect of digital literacy and mathematical progress on mathematical anxiety in junior high school students in Dehdasht. The research was conducted by descriptive correlation method. The statistical population included all female high school students in Dehdasht in 470 in 1399. The sample size was based on Krejcie and Morgan (1970) table and 210 people were selected as a statistical sample by possible multi-stage sampling method. To collect the data, the Digital Literacy Questionnaire based on the Digital Literacy Skills Framework of the Open University and the Student Mathematical Anxiety Questionnaire, the Chiu and Henry Mathematical Anxiety Scale for Children (MESC) and 1990 (1990) were used. Pearson correlation coefficient and linear regression were used to analyze the data. The results showed that the Pearson correlation coefficient (R) between the independent variable and the dependent variable (mathematical anxiety) was -0.751, which showed that there is a significant significant and inverse correlation. Adjusted determination coefficient equal to / 563. Shows that 56% of all changes in the mathematical anxiety variable depend on the digital literacy variable.