| Abstract: |
The study is descriptive-correlational designed to examine the levels and relationships of motivation, anxiety, self-efficacy, and teacher-parent influences towards mathematics of secondary learners in a rural Philippine public school. Three standardized instruments: Mathematics Attitude Scale (MAS), Teacher Emotional Support Scale (TESS), and Parent Involvement Scale (PIS) were empolyed to determine how cognitive, social, and affective factors shape students’ attitudes in mathematics. Selected randomly 300 Grade 7-12 students of Sumilao National High School SY 2025-2026, results of mean, one-way ANOVA, and Pearson correlation analysis revealed positive mathematics attitudes with high motivation, moderate self-efficacy, very high teacher support, and high parental involvement. It has shown that math anxiety was low to moderate corresponding that as students may be motivated and supported, they still experience little discomfort in mathematical tasks. Differences across grade levels exist as it showed a significant differences in anxiety, self-efficacy, teacher, and parent support . Post-hoc tests showed that Grade 7 has higher anxiety than Grade 9, and has stronger parental involvement than Grade 11 students. This result revealed the decreasing parental support and changing emotional response as learners step on a higher grade level. The strong positive relationships among motivation, self-efficacy, teacher support, and parent involvement has showed in correlation analysis which means students’ confidence and engagement are high when emotional and academic support are strong. With all other variables, anxiety showed weak but significant negative correlation means it also reduce and weaken confidence and engagement. In conclusion, the study have shown that students’ mathematics attitudes are affected from the cognitive beliefs, emotional, and social support systems. The findings emphasized the role of teachers and parents in mediating anxiety and sustain positive attitudes, despite the rural context limitations, and promote the need for holistic interventions that inculcate academic, emotional, and relations to enhance mathematics learning outcomes. |
