<![CDATA[Differences in students' affective conditions, particularly math anxiety, are thought to influence mathematical connection skills in linking concepts across topics, disciplines, and everyday contexts. This study aims to analyze the effect of math anxiety on mathematical connection skills and identify variations in mathematical connection skills based on levels of math anxiety. The research method used was a Systematic Literature Review (SLR) with reference to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data were collected by searching for journal articles indexed in Google Scholar and OpenAlex using the Publish or Perish application for publications published between 2017 and 2026. Articles that met the inclusion criteria were analyzed using content analysis techniques to identify patterns of relationships and variations in research findings. The results of the study showed that mathematical anxiety generally had a significant negative relationship with mathematical connection abilities, where students with low anxiety levels tended to demonstrate better mathematical connection abilities. However, some studies have also found anomalies, namely that students with high math anxiety are able to demonstrate relatively good mathematical connection skills under certain conditions. These findings indicate that the relationship between math anxiety and mathematical connection skills is not always linear and emphasize the importance of considering affective factors in the design of mathematics learning.]]>
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