Understanding mathematics anxiety: the role of social-emotional skills and school support

Mathematics anxiety negatively affects students’ learning and well-being, but the role of social and emotional skills has received less attention. This study examines how mathematics anxiety is associated with social and emotional skills (curiosity, perseverance, emotional control, stress resistance, assertiveness, empathy, and co-operation) and school-related factors (perceived teacher support and mathematics lesson quality) along with demographic predictors such as gender and socio-economic status. Data from 6,392 15-year-old students from the PISA 2022 Estonian sample were analysed using hierarchical regression. Higher stress resistance (β = −0.17), perseverance (β = −0.15), emotional control (β = −0.12), and lower empathy (β = 0.09) predict lower mathematics anxiety, underscoring the role of social and emotional learning (SEL). Perceived lesson quality (β = −0.29), teacher support (β = −0.07) and students’ socio-economic status (β = −0.06) are also significant predictors for lower mathematics anxiety. Interactions between gender and perseverance, stress resistance, and lesson quality, as well as between socioeconomic status and perseverance, were also statistically significant in the prediction model. These findings suggest that improving students’ social-emotional skills and lesson quality could reduce anxiety and foster a more supportive learning environment. The study provides new insights for educators and policymakers in addressing mathematics anxiety.