Determining the relationships between high school students' basic psychological needs fulfillment levels, attitudes toward learning and mathematics anxiety

This research investigates the relationship between the fulfillment of high school students' basic psychological needs (autonomy, competence, and relatedness), their attitudes toward learning, and mathematics anxiety. It also explores the effects of demographic factors, including gender, grade level, school type, and parental education, on these variables. The study follows a descriptive design based on a relational screening model. The population consists of high school students in the city center of Adana during the 2024-2025 academic year, with a sample of 1,414 students (622 girls and 792 boys) from four schools determined by the Provincial Directorate of National Education. The data collection tools include the "Basic Psychological Needs," "Mathematics Anxiety," and "Attitudes toward Learning" scales, along with a Personal Information Form. Data were analyzed using SPSS 29.0, and normal distribution was confirmed. Statistical methods such as "Independent Sample T-Test," "One-Way ANOVA," "Pearson Correlation Test," and regression analysis were used. The findings reveal no significant effect of gender on the fulfillment of basic psychological needs and mathematics anxiety, although there were significant differences in attitudes toward learning. Differences between students from Anatolian High Schools and Vocational High Schools were observed. Increases in parental education levels were associated with higher fulfillment of basic psychological needs, improved attitudes toward learning, and lower mathematics anxiety. Additionally, mathematics anxiety decreased with higher grade levels. The study concludes that there is a negative relationship between basic psychological needs and mathematics anxiety and a positive relationship between basic psychological needs and attitudes toward learning.