The aim of this study was to examine the mediating role of fear of negative evaluation in the relationship between goal-setting styles, attention control, and working memory with math anxiety among students. The statistical population included high school students in Kermanshah during the 2023-2024 academic year, from which 357 students were selected as the sample using a cluster random sampling method. The research method was descriptive-correlational, utilizing path analysis. Research instruments included the Math Anxiety Scale (MAS-R, 2011), the Fear of Negative Evaluation Scale by Leary (1983), the Goal Orientation Questionnaire by Midgley et al. (1998), the Working Memory Questionnaire by Wället-Asouvi et al. (2012), and the Attention Control Scale by Derryberry and Reed (ACS, 2002).The results indicated that fear of negative evaluation has a significant positive relationship with math anxiety and serves as a mediator in the relationship between goal-setting styles and working memory with math anxiety. Specifically, mastery goal orientation and working memory were found to have a significant inverse relationship with fear of negative evaluation, while performance and avoidance goal orientations had a significant direct relationship. Therefore, to reduce math anxiety among students, efforts to decrease fear of negative evaluation, improve working memory, and promote mastery goal-setting are recommended.