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This study aims to describe self-concept, learning anxiety and mathematics learning achievement for students of 5^th grade elementary school and try to investigate the relationship between self-concept, anxiety and mathematics achievement of students. This research is a correlational expost-facto study. This study involved 172 of 5^th grade elementary school students in Tamalate, Makassar. Determination of the sample was carried out by using a disproportionate stratified random sampling technique. Data collection techniques were taken through learning outcomes test, documentation and questionnaires. The research instruments used were in the form of tests of student mathematics learning outcomes, self-concept questionnaires and student anxiety questionnaires with a Likert scale assessment, alternative answers consisted of four choices namely: strongly agree (SS); agree (S); disagree (TS); strongly disagree (STS). The data analysis technique in this study is descriptive analysis. The results of this study indicate that the higher the student's self-concept is, the higher the mathematics learning achievement. However, at the student's anxiety level, the higher the student's anxiety is, the lower the student's mathematics learning achievement is. Therefore, by paying attention to self-concept and student's anxiety in learning mathematics in the class, a teacher can deliver students to improve their mathematics learning achievements.

self concept; anxiety; students' achievement