In this study, the relationships between task value, self-efficacy and mathematics anxiety in everyday life in secondary school students were investigated. In addition, the mediating role of self-efficacy in the relationship between task value and mathematics anxiety in daily life was examined. 203 secondary school students participated in the research. Data were obtained by using Motivated Strategies for Learning Questionnaire and Mathematics Anxiety Scale. The relationships between task value, self-efficacy and anxiety were examined by applying Pearson Product-Moment Correlation analysis. The mediating role of self-efficacy was tested by applying structural equation model analysis. It was determined that as the perception of task value increased, perceptions of mathematics self-efficacy increased and mathematics anxiety in everyday life decreased. It was found that as self-efficacy belief increases, mathematics anxiety in everyday life decreases. Self-efficacy has a partial mediating role in the relationship between task value and mathematics anxiety in everyday life. In order to reduce mathematics anxiety in everyday life, students can be provided with successful experiences in mathematics, while making them feel that mathematics is important and useful.