Self-concept, learning anxiety, and performance in mathematics learning: The moderating effect of teacher cognitive activation

Mathematics is a critical domain in education, and students’ performance motivation levels can vary greatly when learning mathematics. Using data obtained from PISA 2012 assessment on the US high school mathematics learning, this study examined underlying mechanism through which self-concept affects performance. Utilizing regression-based PROCESS macro, revealed that have significant impact their by reducing anxiety. Additionally, an ordinary least squares regression indicated positive of anxiety was amplified teacher cognitive activation. The findings provide valuable insights into importance support student promoting education. results indicate should be nurtured to help them develop attitude towards reduce levels, leading better teachers play crucial role helping students overcome