| As far as mathematics is concerned, it's an important and compulsory course to seniorhigh school student. Many researchers tend to focus on the effect of mathematics education,and the factors that influence mathematics achievement became the focus of study.Among the factors, the researcher hypothesized that the relationship betweenmathematics anxiety, mathematics self-efficacy and mathematics achievement was very close.The most commonly discussed relationship discussed in research literature is the negativerelationship between mathematics anxiety and mathematics achievement, and this relationshipdescribes the consistent research finding that the students with a higher level of mathematicsanxiety perform at a lower level of mathematics achievement. However, the literature lacksresearch about the relationship of mathematics anxiety, mathematics self-efficacy andmathematics achievement, so it's difficult to discuss their general relationship.In the present study, the questionnaire was the main method. Based on the results of theinterviews, this study revised the Mathematics Anxiety Scale (MARS) and the MathematicsSelf-efficacy Scale (MSES). The relationship of mathematics anxiety, mathematicsself-efficacy and mathematics achievement of 415 senior high school students wereinvestigated. The researcher investigated three factors with the following findings:1. There is significant difference between mathematics anxiety and the mathematicsachievement of the male and female participants.2. The study indicates a significant difference between mathematics self-efficacy andthe mathematics achievement, but not between the female and the male.3. Path analysis was used to test the relationship of mathematics anxiety, mathematicsself-efficacy and mathematics achievement. Finding indicated that there was abi-directional correlation among them, and mathematics self-efficacy is a mediatingfactor between mathematics anxiety and mathematics achievement.
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