<![CDATA[Although mathematics anxiety and self-efficacy have received substantial attention in mathematics education, survey-based evidence on elementary students’ affective readiness in numeracy learning remains limited. This study aims to describe the levels of mathematics anxiety and mathematics self-efficacy among elementary school students and examine the relationship between the two variables. A quantitative approach with a descriptive correlational survey design was employed, involving 150 fifth-grade students selected through proportionate random sampling. Data were collected using mathematics anxiety and mathematics self-efficacy questionnaires, both validated through expert judgment and internal consistency testing. The data were analyzed using descriptive statistics and Spearman correlation analysis. The findings indicate that students’ mathematics anxiety was generally at a moderate level, while their mathematics self-efficacy was also categorized as moderate. The correlation analysis revealed a significant negative relationship between mathematics anxiety and mathematics self-efficacy, indicating that students with higher anxiety tended to report lower confidence in learning mathematics. This study contributes to elementary mathematics education by emphasizing the importance of affective factors in strengthening students’ numeracy readiness. The practical implication is that teachers need to create supportive, low-pressure, and confidence-building mathematics learning environments that normalize errors, strengthen mastery experiences, and encourage students to engage more positively with mathematical tasks.]]>
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