The current meta-analysis examined the association between K-12 students’ motivation to learn mathematics and mathematics anxiety, and explored the effects of potential moderating factors, including different motivation measures, dimensions of mathematics anxiety, students’ developmental stages, and cultural contexts. This meta-analysis was conducted with 73 articles (80 independent samples, total N = 95,872) and a total of 142 effect sizes. Results indicated a moderate, negative correlation between students’ motivation for mathematics and mathematics anxiety (r = − 0.42). Moreover, in accordance with the control-value theory, we classified the effect sizes into two groups: (a) correlations between mathematics anxiety and competence beliefs (i.e., self-efficacy and self-concept) and (b) correlations between mathematics anxiety and value beliefs (i.e., intrinsic value and achievement value). The strength of the correlation between students’ mathematics anxiety with competence beliefs (r = − 0.48) was stronger than the correlation with value beliefs (r = − 0.36). Moderator analyses revealed that the magnitudes of the overall effect sizes were not influenced by the dimensions of mathematics anxiety, students’ developmental stages, and cultural contexts. Theoretical and practical implications of the findings are discussed.

当前的荟萃分析检查了K-12学生学习数学动机与数学焦虑之间的关系，并探讨了潜在的调节因素的影响，包括不同的动机测度，数学焦虑的维度，学生的发展阶段和文化背景。这项荟萃分析采用73篇文章（80个独立样本，总计N  = 95,872）和总共142个效应量进行。结果表明，学生的数学动机与数学焦虑之间存在中等程度的负相关（r = − 0.42）。此外，根据控制价值理论，我们将影响大小分为两类：（a）数学焦虑与能力信念之间的相关性（即自我效能和自我概念），以及（b）数学焦虑与能力信念之间的相关性价值信念（即内在价值和成就价值）。学生的数学焦虑与能力信念之间的相关性强度（r  = − 0.48）强于与价值信念之间的相关性（r  = − 0.36）。主持人的分析表明，整体效果大小的大小不受数学焦虑，学生的发展阶段和文化背景的影响。研究结果的理论和实践意义进行了讨论。