<![CDATA[This study aims to analyze the relationship among Mathematical Anxiety Syndrome, conceptual understanding, and students’ learning outcomes in an Elementary Linear Algebra course and to examine whether conceptual understanding acts as a mediating variable. The method used was a quantitative correlational design involving 30 undergraduate mathematics education students selected through purposive sampling. Data were collected using a mathematics anxiety scale, an open-ended conceptual understanding test, and documentation of course grades. The results show that mathematics anxiety is not significantly related to either conceptual understanding or learning outcomes. In contrast, conceptual understanding has a strong positive relationship with learning outcomes and serves as a significant predictor of academic performance. The mediation test indicates that conceptual understanding does not mediate the relationship between mathematics anxiety and learning outcomes. The study concludes that students’ success in Elementary Linear Algebra is shaped more by the depth of conceptual understanding than by their level of mathematics anxiety. Keywords: Conceptual Understanding, Elementary Linear Algebra, Learning Outcomes, Mathematics Anxiety.]]>
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