An Interpretive Phenomenological Study of University Students’ Learning Experiences of Mathematics Anxiety and Emotional Struggle

Abstract

This study aimed to explore and interpret the learning experiences of university students who encountered mathematics anxiety and emotional struggle in their learning. Employing a qualitative research approach within the framework of interpretive phenomenology informed by Van Manen’s perspective, the study sought to access
the meaning of lived experiences from the learners’ viewpoints in a profound and nuanced manner. The participants consisted of ten undergraduate students who had
first-hand experiences of anxiety or emotional struggle related to learning mathematics. Data were collected through semi-structured, in-depth interviews, complemented by field notes and the researcher’s reflective memos. Data analysis followed Van Manen’s methodological procedures, which include holistic reading, selective reading, and detailed reading. The analysis revealed four essential themes: (1) deeply rooted fear in learning mathematics, manifested as immediate emotional and physiological reactions when facing mathematics-related situations; (2) diminished self-worth, in which students often interpret academic failure as a reflection of their personal value, thereby eroding their academic confidence; (3) self-regulation through personal coping strategies, such as repeated review, seeking assistance, or avoiding high-pressure situations in order to maintain emotional balance; and (4) acceptance of limitations and emotional adjustment, wherein some students redefine their expectations to mitigate negative psychological impact.
The findings indicate that mathematics anxiety is an affective experience that permeates multiple dimensions of learners’ lives, including the bodily, spatial, relational, and temporal dimensions. The study highlights the need to design emotionally supportive learning environments that foster self-understanding and help students rebuild their confidence in mathematics learning in a sustainable manner.