The concepts of commitment and anxiety are essential components of the teaching process, and these concepts come across as the commitment to and concern of mathematics in the field of mathematics learning. This study aims to explore the effect of secondary school students’ mathematics class commitment and anxiety on mathematics success. Another subject studied is the direct and indirect effects of the mathematics class commitment and anxiety on mathematics success. The study is of the quantitative method and follows the survey method. The research was carried out with 488 pupils (257 female and 231 male), selected with simple random sampling, studying in a secondary school in a province in the Turkey’s Eastern Anatolia Region. “Personal Information Form”, “Student Engagement in Mathematics Scale” and “Mathematics Anxiety-Apprehension Scale” was applied to the secondary school students as data collection tools. Significant relationships and effects have been identified between the secondary school students’ mathematics class commitment and anxiety and their mathematics success. In addition, the direct and indirect effects of mathematics class commitment on success and anxiety in mathematics have also been calculated.

承诺和焦虑的概念是教学过程的重要组成部分，这些概念是数学学习领域对数学的承诺和关注。本研究旨在探讨中学生数学课堂承诺和焦虑对数学成功的影响。研究的另一主题是数学课堂承诺和焦虑对数学成功的直接和间接影响。研究采用定量方法，并遵循调查方法。该研究对 488 名学生（257 名女性和 231 名男性）进行，他们通过简单随机抽样选择，在土耳其东部安纳托利亚地区的一个省的一所中学学习。“个人信息表”，“学生数学投入量表”和“数学焦虑恐惧量表”作为数据收集工具应用于中学生。已经确定了中学生数学课堂承诺和焦虑与他们的数学成功之间的显着关系和影响。此外，还计算了数学课堂承诺对数学成功和焦虑的直接和间接影响。