Abstract

A descriptive correlational design was used to determine the relationship between mathematical anxiety and mathematical self-efficacy on the mental well-being of Ilokano college students through implementing flexible learning. Specifically, the study determined the level and gender differences in their math anxiety, self-efficacy, and mental well-being. It determined the effects of math anxiety and self-efficacy on their mental well-being. A total of 48.3 percent of the students had a high level of math anxiety and 48.6 percent of the students had a moderate level of math self-efficacy. In terms of their mental well-being, 37.2 percent of the students were satisfied with their life conditions. Results showed that female students had significantly higher levels of math anxiety as compared to male students. No significant gender differences were determined on the level of math self-efficacy and mental well-being of the students. There was a very low, but statistically significant, negative correlation between math anxiety and mental well-being and a very low positive correlation between math self-efficacy and mental well-being. Results of the multiple linear regression indicated that there was a weak collective significant effect between math anxiety, math self-efficacy, and mental well-being, (F(2, 322) = 14.19, P <.001, R2 = 0.09, R2 adj = 0.08). The individual predictors were examined further and indicated that math anxiety (t= -2.595, P = 0.010) and math self-efficacy (t = 4.165, p < .001) were significant predictors in the model. The regression model is recommended for utilization to predict the math self-efficacy and mental well-being of university students.