The Influence of Learning Motivation on Mathematics Anxiety in Fourth Grade Elementary School Students: A Literature Study

Abstract

This research examines the influence of learning motivation on mathematics anxiety among fourth-grade elementary school students through a literature study approach. The research methodology employed systematic literature synthesis of articles published between 2020-2024 from Google Scholar, ERIC, ScienceDirect, and PsycINFO databases. Thematic analysis was conducted to identify relational patterns, psychological mechanisms, and factors influencing the dynamics of learning motivation and mathematics anxiety. Findings reveal that mathematics learning motivation in fourth-grade students possesses a multifaceted structure encompassing intrinsic, extrinsic, goal orientation, and self-efficacy dimensions. Mathematics anxiety prevalence demonstrates significant rates with cognitive, affective, and behavioral manifestations that interact reciprocally. The psychological mechanisms underlying this relationship involve reciprocal determinism processes with attentional allocation disruption, emotional dysregulation, and avoidance behavioral patterns. Practical implications include developing holistic learning strategies that integrate social-emotional learning, mastery-oriented approaches, and learning environments supporting autonomous motivation to enhance mathematics education quality in elementary schools.