Relationship between mathematical anxiety and achievement in mathematics as moderated by coping strategies of grade VI learners

This study examined the relationship between mathematical anxiety and achievement in mathematics as moderated by coping strategies among Grade VI learners in the island schools of San Jose South District, Occidental Mindoro, Philippines, during the school year 2024–2025. A descriptive-correlational design was used, with 115 respondents drawn through stratified fishbowl sampling from a population of 162 learners across five island elementary schools, based on Cochran's formula. Data were gathered using an adapted 10-item Math Anxiety Test and an adapted 81-item Children's Coping Strategy Questionnaire covering fourteen coping-strategy subscales, both of which underwent expert content validation and pilot testing (Cronbach's alpha = 0.88). Achievement in mathematics was taken from learners' second-quarter grades. Data were analyzed using percentage, mean, Spearman rho correlation, and structural equation modeling (SEM) moderation analysis. Results showed that respondents experienced a Moderate level of mathematical anxiety (grand mean = 3.27), particularly around board work and anticipated lesson difficulty, and achieved a Satisfactory level of mathematics performance (composite mean = 82.07), although more than one-third scored at or below the minimum passing standard. A statistically significant moderate negative correlation was found between mathematical anxiety and achievement (ρ = −0.48, p < 0.001). Learners employed all fourteen coping strategies at a Most-of-the-Time level except Aggressive Actions (Sometimes). SEM moderation analysis revealed that Positive Cognitive Restructuring (β = 0.18, p < 0.001), Support Seeking (β = 0.17, p = 0.002), Self-Calming (β = 0.16, p = 0.004), and Cognitive Decision Making (β = 0.07, p = 0.021) significantly and positively moderated the anxiety–achievement relationship, while Negative Cognition (β = −0.06, p = 0.048) significantly and negatively moderated it. The study concludes that cognitively and emotionally regulative coping strategies buffer the debilitating effect of mathematical anxiety on achievement, providing an empirical basis for targeted school-based guidance and counseling interventions.