BACKGROUND: As a common educational phenomenon, test Anxiety is known to be closely related to the academic performance and achievement, and even the future performance of most students. Math Anxiety is considered to be one of the possible contributing factors to test Anxiety. This study aimed to determine the role of self-efficacy and Math Anxiety in predicting test Anxiety among girl students. METHODS: In this descriptive-analytic study, the statistical population included all girl students studying in junior year in high schools of Urmia City, Iran, in the academic year of 2016. Of them, 351 students were selected using multistage cluster sampling method. The data were collected using Spielberger test Anxiety inventory (TAI), Chiu and Henry Mathematics Anxiety scale for children (MASC), Sherer et al. and general self-efficacy scale (GSES). The collected data were analyzed using Pearson correlation and stepwise regression tests. RESULTS: Self-efficacy and Math Anxiety could significantly predict test Anxiety in studied students (P < 0. 010). CONCLUSION: The result indicated that increasing self-efficacy decreased Math Anxiety level and test Anxiety in students. The findings imply that self-efficacy improvement and test Anxiety reduction should be taken important in educational and counseling services provided for students.

The aim of this study was to investigate the relationship of Math Anxiety with Math self-efficacy and Math attitude, considering the mediating role of numerical memory via the structural equation modeling. The research adopted a correlational method. The statistical population of the study comprised secondary school students from Oshnavieh city in Iran (N= 4280) in 2019. From this statistical population, 200 students were selected as the sample using the cluster random sampling method, and were administered the Plack and Parker Math Anxiety tests (1982), Wechsler Numerical Memory Scale (2003), Liu and Koirala Math Self-Efficacy Scale (2009) and the Fennma-Sherman Math Attitude Scale (1976). The structural equation modeling approach was used to examine the data using SPSS 26 and AMOS 26 software. The findings of the study indicated that students' Math Anxiety is directly influenced by numerical memory (p= 0.001), Mathematical self-efficacy (p=0.01), and Mathematical attitude (p=0.1). Additionally, it was observed that Mathematical self-efficacy indirectly influences students' Math Anxiety via numerical memory (p= 0.05). Furthermore, the indirect effect of Math attitude via numerical memory on students' Math Anxiety was not confirmed (p=0.54).   Based on these findings, it can be concluded that it is imperative to address both Math self-efficacy and Math attitude to reduce students' Math Anxiety. Consequently, it is recommended that educators create an environment that fosters a positive attitude towards Mathematics lessons and enhances students' self-efficacy in Mathematics.

The purpose of the present study was to investigate the effects of selfefficacy, goal orientation and Math Anxiety on Math performance of high school students, majoring in Math, in Tehran, using a path analysis model. The sample was 240 (120 male and 120 female) second grade high school students who were selected by multi-stage sampling method. Several questionnaires were used for measuring goal orientation, Math self-efficacy and Math Anxiety. Also, the final exam grades were used for measuring Math performance. The results of path analysis showed that self-efficacy was not a good mediator between Math Anxiety and goal orientation, but the direct paths from mastery goal orientation to self-efficacy, from performance avoidance goal to Math self-efficacy, and from Math Anxiety to Math selfefficacy were significant. Finally, the modified model, with Math Anxiety as mediator, was tested and indicated a better fit.

Background and Objectives: One of the latest methods in the field of teaching and learning is the flipped teaching method. The goal of this study was determining the effect of flipped teaching on students' Math Anxiety and Math performance. Methods: The statistical population of the study was comprised of all fifth grade female students in Marand City in the academic year of 1397-1398. The statistical sample was targeted I such a way that from two neighboring schools (Atieh School and Rah-e Behesht School) in the same area of Marand City that were selected as a convenience sample. Rah-e Behesht School was selected as the school using the traditional teaching method and Atieh School was selected as the one using the flipped instruction. Rahe Behesht School with 27 students was selected as the control group and Atieh School with 29 students was selected as the experimental group. Mathematical Anxiety Scale was used to measure Math Anxiety of the subjects. Moreover, to evaluate the performance of the Mathematics course in the form of Mathematical problems at different levels of cognitive domain, a researcher-made test with 20 questions that was approved by the experts in this field was used as the pre-test and post-test. Flipped teaching was used as four sessions per week of the fifth grade elementary Math course in which two sessions per week were performed at home (during which learning occurred at home by using educational CDs prepared by the teacher) and two sessions per week were performed in the class during which activities were done. Findings: The results of the MANCOVA and t-test showed that the four dimensions of Mathematical Anxiety (including learning Anxiety, problem solving Anxiety, Math teacher Anxiety and Math evaluation Anxiety) decreased significantly in the class using the flipped teaching method as compared to the traditional class. The Math performance of the flipped teaching was also increased compared to that of the traditional class. Conclusion: To explain the results, it can be said that the flipped class facilitates deep learning through learning activities in the classroom and increases the motivation of teachers and students and makes the classroom more attractive and communicative for them; thus, the students' self-confidence increases in learning Math. In the flipped classroom, students experience different skills, such as open and closed questions, active listening, direct questions, addressing inconsistencies, as well as support and encouragement from the teacher which make the students capable of setting goals and solving problems. As a result, such students would have less Anxiety in comparison to those who learn Math in the traditional way. On the other hand, in this type of learning, more time can be spent in the classroom for thinking skills. Also, learners are more actively involved in learning and creating knowledge, and, at the same time, they are testing and evaluating their knowledge. The flipped classroom helps learners to gain a broad understanding of their learning styles and practices. Increasing teachers' knowledge in the area of flipped teaching and holding in-service courses for teachers, as well as providing flipped teaching information are among the practical suggestions of this article.