This study explores the impact of Mathematics Anxiety on the Self-Efficacy and self-motivation. Specifically, the investigation is rooted in the context of identifying how Mathematics Anxiety influences students' self-efficacy and motivation. It also measures the significant relationship between Mathematics Anxiety on Self-Efficacy and Self-Motivation. A descriptive research design is employed, utilizing a structured questionnaire to collect data from 223 Junior High School students across four selected private schools in Malabon City. The survey instrument is validated through review. Statistical analysis is conducted using the Pearson correlation coefficient to examine the relationships between Mathematics Anxiety, Self-Efficacy, and self-motivation. The level of Students’ Mathematics Anxiety among junior high school students was high. The level of Students’ Self-Efficacy among junior high school students was lacking confidence. The level of Self-Motivation among junior high school students was some degree. There is significant relationship between JHS Mathematics Anxiety ad Self-Efficacy. There is significant relationship between the JHS Mathematics Anxiety and Self-Motivation. It is found that Mathematics Anxiety has a significant relationship with both Self-Efficacy and self-motivation among junior high school students in private schools in Malabon City, leading to rejection of both hypotheses, It is concluded that there are certain dimensions of Mathematics Anxiety that is meaningfully affecting some scopes of Self-Motivation, although not as strong as Self-Efficacy. Based on the findings, it is recommended that educational interventions should focus on reducing Mathematics Anxiety through supportive teaching practices and promoting positive self-talk. In addition, implementing programs that enhance students' Self-Efficacy and intrinsic motivation in mathematics could lead to improved academic performance and psychological well-being.