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Mathematics anxiety (MA) is a psychological disorder that affects students' ability to participate in and complete mathematical tasks. This study used a mixed method (questionnaire survey and in-depth interview) to explore the relationship between math anxiety, self-efficacy and problem-solving ability among college students. The study used a combination of qualitative and quantitative data collection methods. Quantitative analysis found that math anxiety was negatively correlated with academic performance, confirming that higher levels of math anxiety were associated with poorer academic achievement. In addition, self-efficacy played a key mediating role in this relationship - students with high self-efficacy showed stronger problem- solving ability even when anxious. This study provides a new theoretical perspective for understanding math anxiety by linking math anxiety with cognitive load theory. Cognitive load theory holds that anxiety overconsumes brain resources, which are necessary for problem solving. The study focused on problem-solving ability and self-efficacy theory, which holds that students' perceptions of their own abilities have a decisive influence on their academic achievement. The results emphasize the need to simultaneously address anxiety and improve self-efficacy in education. Practical implications include: implementing targeted teaching interventions (such as anxiety relief strategies, confidence-enhancing exercises, positive reinforcement, mindfulness, and peer support) to create a supportive learning environment and improve students' psychological state and academic performance.
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