Abstract
This study explored the lived experiences of non-math lovers in surviving mathematics difficulty,focusing on the transition from anxiety toward emotional adjustment and coping development. A qualitative phenomenological research design was employed, and data were gathered through semistructured interviews with selected participants. The findings revealed that participants’ difficulties in mathematics were influenced not only by cognitive limitations but also by affective factors such as fear, pressure, and anxiety. These emotional experiences negatively affect concentration, attention, and mathematical performance. Participants also expressed negative perceptions of mathematics, leading to low motivation, reduced confidence, and avoidance of mathematical tasks. Despite these challenges, participants demonstrated adaptive coping strategies, including seeking assistance, using learning resources, and applying positive self-talk. These strategies helped them regulate emotions and improve engagement in mathematics. The study further revealed a gradual shift from anxiety toward improved emotional regulation and confidence. However, this transition is better understood as a process of coping and emotional adjustment rather than a complete attainment of a fixed state of “inner peace.