This study employs a novel approach to investigate the effects of reading anxiety on middle school students' reading motivation and attitudes, along with the mediating impact of reading anxiety on these two variables. Utilizing a structural equation modeling framework, we aimed to understand the relationships among these variables and developed hypotheses. The study was conducted with 401 middle school students aged between 11 and 14 in Turkey. Data were collected using reliable and valid scales to measure anxiety, motivation, and attitudes toward reading. After confirming the reliability and validity of these scales, we revealed the direct and indirect relationships between the variables. In the SEM model, reading motivation and anxiety explained 71% of the variance in reading attitude, indicating that the model has strong explanatory power. The results indicate a negative correlation between students' reading motivation and their reading anxiety, meaning that as reading anxiety decreases, reading motivation increases. Additionally, it was discovered that students' reading anxiety negatively impacts their reading attitudes. Another finding shows that as students' reading motivation increases, their reading attitudes also improve. Finally, reading anxiety was found to play a critical mediating role in the relationship between reading motivation and attitudes. This unique approach and the resulting findings enhance our understanding of the complex dynamics surrounding reading anxiety, motivation, and attitudes in middle school students.