Motivation and Mathematics Anxiety Among College Students

Abstract

This study attempted to determine the relationship between motivation in pre-service teachers' mathematics anxiety, particularly elementary educators. It aims to describe the pre-service perceived motivation regarding intrinsic and extrinsic and mathematics anxiety as psychological and behavioral. A descriptive-correlational research design was utilized in this study, and survey questionnaires were disseminated using Google forms participated by sixty-one (61) Elementary Educators. It was conducted on thirty (30) second-year and thirty-one (31) third-year students taking Bachelor of Elementary Education at Laguna State Polytechnic University-San Pablo City Campus, using a purposive sampling technique. Survey questionnaires were used in this study. This study employed mean, standard deviation, and Pearson product-moment correlation. The data showed a significant relationship between pre-service teachers' perceived motivation and mathematics anxiety.