Mathematical Thinking among Bachelor of Science in Mathematics Students: The Predictive Roles of Mathematics Anxiety and Attitudes

Abstract

Aims: This study investigated the relationships among mathematics anxiety, mathematics attitudes, and mathematical thinking among Bachelor of Science in Mathematics students at the University of Eastern Philippines. Study Design: A descriptive-correlational design was employed to explore the associations among the variables and to determine the predictive roles of anxiety and attitudes on mathematical thinking. Place and Duration of Study: The research was conducted at the College of Science, University of Eastern Philippines, during the Academic Year 2025–2026, First Semester. Methodology: A total of 66 undergraduate students participated. Structured Likert-scale questionnaires were used to measure mathematics anxiety, mathematics attitudes, and mathematical thinking. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and multiple regression analysis. Results: Respondents exhibited high levels of mathematics anxiety (M = 3.52, Very Well), generally positive mathematics attitudes (M = 3.88, Very Well), and very well levels of mathematical thinking (M = 3.97, Very Well). Correlational analysis revealed a significant negative relationship between mathematics anxiety and mathematical thinking (r = −.347, p = .004), a strong positive relationship between mathematics attitudes and mathematical thinking (r = .699, p < .001), and a negative relationship between mathematics anxiety and attitudes (r = −.264, p = .032). Multiple regression analysis indicated that mathematics anxiety and attitudes together significantly predicted mathematical thinking, explaining 51.7% of the variance (R² = .517, F(2, 63) = 33.749, p < .001). Conclusion: The findings suggest that positive attitudes toward mathematics enhance mathematical thinking, while high anxiety hinders cognitive engagement and problem-solving abilities. Interventions aimed at reducing anxiety and fostering positive attitudes are recommended to improve higher-order mathematical thinking and promote student confidence and persistence in mathematics learning.