The Interplay of Emotional Intelligence, Mathematics Anxiety, and Mathematics-Related Career Choice Among Senior High School Students

Abstract ―​

This study utilized a quantitative correlational design with mediation analysis to explore the interplay of emotional intelligence, mathematics anxiety, and mathematics-related career choices among senior high school students. Findings revealed that students possess moderate levels of both mathematics anxiety and emotional intelligence. Regarding career choices, students were moderately influenced by intrinsic and extrinsic factors, whereas interpersonal factors were less influential. Correlation analysis indicated that mathematics anxiety, especially numerical anxiety, is negatively related to intrinsic and extrinsic career choice. While mathematics anxiety showed a significant positive relationship with emotional intelligence in terms of attention, it showed no significant relationship with clarity or repair. Emotional repair was positively associated with intrinsic and extrinsic career choice. Furthermore, mediation analysis showed that emotional attention partially mediates the link between mathematics anxiety and career decisions, suggesting that anxiety heightens emotional awareness, which in turn shapes how students evaluate mathematics-related careers. The study concludes that reducing mathematics anxiety and enhancing emotional regulation are vital strategies for encouraging students to pursue mathematics-related careers.