578 International Journal of Innovative Research and Scientific Studies, 6(3) 2023, pages: 578-585 ISSN: 2617-6548 URL: www.ijirss.com A study of factors causing math anxiety among undergraduate students Altanchimeg Zanabazar 1 , Amartuvshin Deleg 2* , Magsar Ravdan 3 1 Management Department, Business School, National University of Mongolia, Ulaanbaatar, Mongolia. 2,3 Department of Mathematics and Science, Teacher’s School, Mongolian National University of Education, Ulaanbaatar, Mongolia. Corresponding author: Amartuvshin Deleg (Email: amartuvshind@msue.edu.mn) Abstract Mathematics is a subject with numerous applications in everyday life but it is often viewed as difficult leading to math anxiety among students. This anxiety can limit students' career options and affect their success. To address this issue, we investigated the factors contributing to math anxiety among university and college students. This study focused on students from the National University of Mongolia (NUM) and the Mongolian State University of Education (MSUE). We used the Mathematics Anxiety Rating Scale questionnaire (A-MARS) developed in 1972 by Richardson and Suinn and conducted various statistical tests including factor analysis, correlation analysis and regression analysis to analyze the data. Our results show that teacher-related factors have a strong negative correlati on with math anxiety (β=-0.583) while family-related factors (β=-0.311) and student-related factors (β=-0.133) have weaker correlations. Possible explanations for these findings include inadequate teaching and professional skills, poor communication between students and teachers, heavy task loads and outdated resources. This study highlights the importance of these factors to reduce math anxiety and promote success in mathematics education. Keywords: Family-related factors, Learner-related factors, Math anxiety, School-related factors, Teacher-related factors, Undergraduate students. DOI: 10.53894/ijirss.v6i3.1609 Funding: This study received no specific financial support. History: Received: 7 February 2023/Revised: 12 April 2023/Accepted: 26 April 2023/Published: 3 May 2023 Copyright: © 2023 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Authors’ Contributions: All authors contributed equally to the conception and design of the study. Competing Interests: The authors declare that they have no competing interests. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. Ethical Statement: The study for the manuscript was conducted in accordance with the ethical code of conduct for faculty members and students at the National University of Mongolia. Available at: https://www.num.edu.mn/Home/Content/399. Publisher: Innovative Research Publishing 1. Introduction Although an increase in worldwide dependency on technology boosts the demand for professionals with mathematical science backgrounds and logical thoughts. However, there is a growing tendency among students to avoid studying mathematics. The current inclination is related to the common perception of math as a complex discipline and a difficult subject. Various researchers have researched the new trend prevalent among students. It prevents students from achieving