INTRODUCTION:

For decades, the subject of math has been plagued with fear and anxiety by some students. As early as the 1950’s, educators and researchers began to recognize the significance and prevalence of students with fears and negative attitudes toward math. Mathematics anxiety is one of the most important problems for many students. There is confusion about Mathematics Anxiety and Test Anxiety but both are Separate Constructs.

Math anxiety predicted math performance whereas test anxiety explained additional variance for both math and overall performance. It can be concluded that math and test anxiety have overlaps, but do not constitute the same construct. Farrahdilla Hamzah, Khairi Che Mat, Vidya Bhagat, Safiya Amaran, Haszalina Hassan (2018) results revealed that only 1.7% respondents no anxiety, 36.7% respondents experienced of mild anxiety, more than half 58.3% respondents had moderate anxiety and 3.3% respondents experienced of severe anxiety.

Richardson and Suinn, (1972) defined that Mathematics anxiety involves feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations. Ma (1999) asserted that it may generalise to various real world situations with the consequence that otherwise perfectly intelligent and capable persons develop a severe avoidance of situations involving any kinds of mathematics even extending to not choosing careers which include the application of mathematics. Vinson, (2001) Claimed that However, there is no general consensus among the scholars on its causes and effects. In fact, mathematics anxiety is more than a dislike toward mathematics.

Self-motivation is, in its simplest form, the force that drives you to do things.Pintrich, P. R., & De Groot, E. (1990 )emphasized the importance of motivational beliefs in the learning process and under-lines the fact that motivational beliefs--goal orientation, self-efficacy, perceptions of task difficulty, task value beliefs, and personal interest in the task-should be regulated by the students to be effective in this process Gottfried, (1990), found a significant negative correlation between intrinsic math motivation and math anxiety. Lyons and Beilock, (2011) found that intrinsic math motivation and math anxiety together improve the prediction of math performance compared with either one alone.

Cervone and Pervin, (2008) stated that self-regulation refers to self-directed cognitive and metacognitive activity including the propensity to set goals, plan strategies, and evaluate and modify ongoing behavior. Bell (2016) notes that someone who has good emotional self-regulation has the ability to keep their emotions in check. They can resist impulsive behaviours that might worsen their situation, and they can cheer themselves up when they’re feeling down. They have a flexible range of emotional and behavioural responses that are well matched to the demands of their environment” Falicidad T Villavicencto (2015) indicated with Hierarchical regression analysis that enjoyment and pride explained a significant amount of variance in the final grades mathematics students , self-regulation, and self-efficacy, even after accounting for the variance explained by gender and anxiety.

Daane CJ, Judy G, Tina S (1986) concluded that Mathematics anxiety is the outcome of low self-esteem and the fear of failure. It causes problems for processing the incoming information as well as the previously learned information for problem solving. Such students tend to avoid mathematics whenever or wherever possible. Atkinson, (1988) regarded mathematics from a larger perspective as a complex construct consisting of “affective, behavioural and cognitive responses to a perceived threat to self-esteem which occurs as a response to situations involving mathematics”. Xavier Belsiyal. C(2015) found that there was significant association found between subjects self-esteem and father’s and mother’s education with the p value of 0.04 and 0.015 respectively. There was also significant association noted between subjects’ self-esteem and parents’ occupation with p < 0.01Supriya Mane.(2016) found that there is no correlation seen between self-esteem among the students and the variables such as age, medium of education, stay, family income, level of stress, problem sharing, suicide and health problems at the level of significance at 0.05 that is 5.99

Self-confidence is the internal feeling of a person about his/her abilities in any situation. It is not static but may change from situation to situation. According to Coopersmith (1981) self-confidence is one’s attitude and taking decision when he/she facing the world. It is also about believing in his/her probability of success or failure. Harris, (2009; p. 9); Stuart, (2000), stated that Math anxiety often arises from a lack of confidence when working in mathematical situations which, in turn, is often related to inappropriate methods of teaching mathematical skill Samit Kumar Das, et al., (2015) found that there was no significant difference between rural teenager boys and girls students in their self-confidence and math anxiety. It was also found that there was a low correlation between self-confidence and math anxiety which is 0.349. Stankov, (1999); Stuart.V. (2000) suggested that lack of confidence in mathematics causes mathematics anxiety. Garry (2005) stated that many students who experience mathematics anxiety have modest confidence to their capability in mathematics solving and tend to avoid mathematics

Biological makeup in regards to cognition can increase susceptibility to math anxiety. Sparks (2011) interviewed several neurologists studying math learning and performance. A wide range of math learning disabilities, also known as dyscalculia, was linked to math anxiety. Metacognition has often been described simply as thinking about one’s own thinking’. Lucangeli, Coi, and Bosco (1997) conducted one such study investigating metacognitive abilities in elementary school children and how those metacognitions related to their perception of math. These 20 researchers examined fifth graders’ metacognitions and perceptions of their judgment regarding the difficulty of different types of math problems. Consistent with Ashcraft and Krause’s (2007) description of characteristics associated with difficult math problems (number size, number of steps required to solve, etc.), the fifth graders perceived problems containing large numbers as more difficult than problems with smaller numbers. The students also performed worse on problems that they perceived as more difficult. Students with average to high math capabilities also may have cognitive factors that could attribute to math anxiety.

Norwood, 1994; Singh & Broota, (1992) claimed that Mathematics Anxiety (MA) does not appear to have a single cause. MA may be symptomatic of an inability to handle frustration, excessive school absences, poor self-concept, poor self-regulation of emotions internalized negative parental and teacher attitudes toward mathematics, and an emphasis on learning mathematics through drill without ‘‘real” understanding. So our purpose is to examine whether, self-motivation, self-regulation of emotions, self-esteem, and confident students have any relation to mathematics anxiety.

METHODOLOGY:

Objectives

The study was designed to attain the following objectives:

· To Study the Mathematics Anxiety of senior Secondary School Students in Relation to Metacognition.

· To Study The Mathematics Anxiety of Senior Secondary School Students in Relation to Self-Motivationand Metacognition

· To Study The Mathematics Anxiety of Senior Secondary School Students in Relation to Self-Regulation and Responsibility of Emotions and Metacognition

· To Study The Mathematics Anxiety of Senior Secondary School Students in Relation to Self-esteem besides confidence and Metacognition

Hypotheses:

The proposed hypotheses were

H1. There is no significant difference in mathematics anxiety of Senior Secondary School students in relation to self-motivation.

H2. There is no significant difference in Mathematics Anxiety of Senior Secondary School students in relation to High, Average and Low Metacognition (group belonging to self-motivation )

H3. There is no significant interaction effect between metacognition and self-motivation of Senior Secondary School students on the score of mathematics anxiety

H4. There is no significant difference in mathematics anxiety of Senior Secondary School students in relation to -self-regulation and responsibility of emotions.

H5. There is no significant difference in mathematics anxiety of Senior Secondary School students in relation to High, Average and Low Metacognition(group belonging to self-regulation and responsibility of emotions)

H6. There is no significant interaction effect between metacognition and self-regulation and responsibility of emotions of Senior Secondary School students on the score of mathematics anxiety.

H7. There is no significant difference in mathematics anxiety of Senior Secondary School students in relation to self-esteem and confidence

H8. There is no significant difference in Mathematics Anxiety of Senior Secondary School students in relation to High, Average and Low Metacognition(group belonging to self-esteem and confidence)

H9. There is no significant interaction effect between metacognition and self-esteem and confidence of Senior Secondary School students on the score of mathematics anxiety

Research Design:

The investigator was used survey method for studying the problem. Quantitative approach is applied in this study. Furthermore, quantitative research is about identifying relationships between variables through the use of data collection and analysis.

Identification and Recruitment of Participants:

In order to conduct the present study, six Government and Aided schools from Hoshiarpur district were selected. For their selection Sample Random Technique was employed. Out of the selected schools, investigation was carried out on 300 students of Government and Aided Schools.

Design of the Study:

Two-way analysis of variance (ANOVA) was employed on the score of Mathematics Anxiety. Mathematics Anxiety was dependent variable. Metacognition, self-motivation and self-regulation and responsibility of emotions, were used for classifying the student’s viz-a-viz, High, Average and Low Metacognition, High, Average and Low self-motivation and High, Average and Low self-regulation and responsibility of emotions, High, Average and Low self-esteem and confidence. They were studied as Independent Variables.

Instrumentation:

The three instruments were used to collect data from the respondents. They include

1) Mathematics Anxiety Scale (Mas-Mskt) (2012) by Dr. Sadia Mahmood and Dr. Tahira Khatoon Question included in MAS were intended to identify the bi-dimensional effects, positive (e.g. liking, excitement, pleasant, comfortable) and negative (e.g. fear, dread, nervousness, worry) toward math the revised version of the initial MAS contained 25 statements on a 5-point Likert scale.A split-half reliability coefficient was found by correlating scores of the subjects on odd items of the test with their scores on even items. The correlation coefficient thus obtained was 0.81 which when corrected by Spearman Brown Prophecy Formula increased to 0.90.The method employed for establishing validity of the MAS was based on teachers’ judgment method.

2) Emotional Intelligence Scale (Seis-Ks) (2016) by Dr. Sarabjit Kaur The seven fold Emotional Intelligence Scale constructed by Dr. Sarabjit Kaur was based on the books by Daniel Gleman, viz: Emotional Intelligence (1996) and working with Emotional Intelligence (1999). The final form of the SEIS had 63 items. These 63 items with Positive/Negative type distributed in seven dimensions Out of these three dimensions were

Self-Motivation (SM):

Using deepest preferences to move and guide us towards our goals, to help us take initiative and strive to improved, and to persevere in the face of setbacks andfrustrations it has seven items four positive and three negative.

Self-Regulation and responsibility (SRR):

Handling emotions so that they facilitate rather than interfere with the task at hand; being conscientious and delaying gratification to pursue goals; recovering well from emotional distress.

Self-Esteem and Confidence (SEC):

Confidence in one’s own worth or abilities as well as respect and admiration for one’s own self. A feeling of trust in one’s abilities, qualities and judgement.

The sevenfold Emotional Intelligence Scale was standardized on a student sample of 800 male and female studying in +2, college level 5-point Likert scale was used. The reliability of Sevenfold Emotional Intelligence Scale was established by Test-retest Method. The reliability coefficients between the two sets of scores was founded as +0-91 which is significant as .01 level of significance. The validity of SEIS was taken into consideration by Experts’ expert opinion, on which two items were rejected out of 70 items of 1^st draft and some items were modified.

3) Meta-Cognition Inventory (2003) by Dr. Punita Govil.

The statements of the Test deal with both the aspects of metacognition:

Knowledge of cognitive process and regulation of cognitive process. The inventory contains 30 items, each item being a statement followed by a four point scale ‘not at all’, ‘somewhat’, ‘to a considerable extent’ and ‘very much so’. The value of reliability coefficient was found to be 0-82.which was found by Test-Retest Method. The test possesses satisfaction content validity.

Procedure:

In order to conduct the study 300 students of 12^thSenior Secondary School of Hoshiarpur district were selected. The Maths Anxiety Scale had been administrated on selected students. The selected sample had been segregated under three categories viz-a-viz High, Average and Low Metacognition. Now Seven Fold Emotional Intelligence Scale was used to segregated the students in High, Average and Low self-motivation. The Mathematics Anxiety of these groups had been taken and scored. Further the data had been given statistical treatment

Now again the students segregated according to metacognition was further segregated in to in High, Average and Low self-regulation and responsibility of emotions, The Mathematics Anxiety of these groups had been taken and scored. Further the data had been given statistical treatment.

Now again the students segregated according to metacognition was further segregated in to High, Average and Low self-esteem and confidence. The Mathematics Anxiety of these groups had been taken and scored. Further the data had been given statistical treatment

Statistical Technique:

The data was analyzed using Two ways analysis of variance to find out the significant differences between groups. Mean and standard deviation of various subgroups will be computed to understand the nature of data

The Data Obtained has been analyzed under the following headings:

RESULTS AND DISCUSSION:

This portion of the study presents the results of the data gathered by the researcher.

MATHEMATICS ANXIETY IN RELATION TO SELF MOTIVATION AND METACOGNITION

The Means of Sub Groups Of 2×2 Factorial Design on the Scores of Mathematics Anxiety have been Calculated and Presented Below in table 1

TABLE 1. Means and Std^,s of sub groups of ANOVA for 2×2 factorial design on the scores of Mathematics Anxiety in relation to Self-Motivation And Metacognition

LMC

AMC

HMC

TOTAL

LSM

M₁ =38.76

σ ₁=6.242

N₁ =42

M₂ =41.21

σ ₂=3.038

N₂ =52

M₃ =43.38

σ ₃=4.544

N₃ =16

M =40.59

σ =4.942

N =110

ASM

M₄ =41.08

σ₄ =4.281

N₄ =25

M₅ =41.65

σ ₅=4.828

N₅ =40

M₆ =43.53

σ ₆=4.623

N₆ =19

M =41.90

σ =4.661

N =84

HSM

M₇ =43.20

σ ₇=7.208

N₇ =20

M₈ =44.48

σ ₈=4.836

N₈ =33

M ₉=45.40

σ ₉=6.200

N₉ =53

M =44.70

σ =6.021

N =106

TOTAL

M =40.45

σ =6.200

N =87

M =42.22

σ =4.366

N =125

M =44.63

σ =5.645

N =88

M =42.41

σ =5.51

N =300

In order to analyse the variable, the obtained scores were subjected to ANOVA. The result have been presented below in the table 2

Table-2 Summary of Anova of 2×2 Factorial Design onthe Scores of Mathematics Anxiety

Source Of Variance	SS	df	MSS	F
Self-Motivation (A)	489.098	2	244.549	9.070*
Metacognition (B)	345.718	2	172.859	6.411*
Interaction (A×B)	62.041	4	15.510	.575
Within	7845.841	291	26.962
Total	548795.000	300

*significant at the 0.05 level of confidence.

MAIN EFFECTS:

Self-Motivation (A):

From the result inserted in the Table 2 reveals that the variance ratio is 9.070, df between mean is 2 and among group is 291. Entering F with these degree of freedom the value at 0.05 level is 3.04. It may be observed from table that F of magnitude 9.070 > 3.04 so F ratio for difference between the means of Mathematics Anxiety with high, average and low self-motivation was found to be significant at 0.01 and 0.05 level of confidence. Hence, the data provides sufficient evidence to reject the hypothesis H₁viz., “There is no significant difference in mathematics anxiety of Senior Secondary School students in relation to self-motivation”.

Further the mean table 1 reveals that mean score of math anxiety with high self-motivation is higher than average self-motivation and low self-motivation.it mean students having high self-motivation has less mathematics anxiety

The results are in tune with findings of:

Wang et al., (2015) recently, found a negative linear relationship between math anxiety and achievements in adolescents and adults with low intrinsic math motivation, whereas an inverted-U curvilinear relationship was observed in more motivated students

Hembree (1990) studied the nature, effects, and relief of mathematics anxiety on self-motivation and concluded that mathematics anxiety depresses performance and motivation of students.

Metacognition (B):

From the result inserted in the Table 2 reveals that the variance ratio is 6.411, df between mean is 2 and among group is 291. Entering F with these degree of freedom the value at 0.05 level is3.04.It may be observed from table that F of magnitude 6.411 > 3.04 so F ratio for difference between the means of Mathematics Anxiety with high, average and low self-motivation was found to be significant at 0.01 and 0.05 level of confidence. Hence, the data provide sufficient evidence to reject the hypothesis H₂ viz., “There is no significant difference in mathematics anxiety of Senior Secondary School in relation to High, Average and Low metacognition (belonging to group self-motivation)”.

Further the mean table 1 reveals that mean score of math anxiety with high metacognition is higher than average and low metacognition. It mean students having high metacognition has a smaller amount of math anxiety.

The results are in tune with findings of:

Mattarella-Micke et al. (2011) discussed that high math anxious students tend to have lower Meta cognitive skills than their less math anxious peers due to avoidance of math activities and practice yet may have high inherent capabilities.

Interaction (A×B):

From the result inserted in the Table 2 reveals that the variance ratio is.575, df between mean is 4 and among group is 291.Entering F with these degree of freedom the value at 0.05 level is 2.42 .It may be observed from table that F of magnitude.575 < 2.42 so F ratio for interaction between metacognition and self-motivation on the score of mathematics anxiety was not found to be significant even at 0.05 level of confidence. Hence, the data could not provide sufficient evidence to reject the hypothesis H₃ viz. “There is no significant interactioneffect between metacognition and -self-motivationof Senior Secondary School students on the score of mathematics anxiety”.

MATHEMATICS ANXIETY IN RELATION TO SELF-REGULATION AND RESPONSIBILITY OF EMOTIONSAND METACOGNITION:

In order to analyse the data of Sub Groups of ANOVA for 2×2 Factorial Design on the Scores of Mathematics Anxiety in Relation to Self-Regulation and responsibility of Emotions and Metacognition have been calculated and presented below in Table 3

TABLE 3 Means and Std^,s of sub groups of ANOVA for 2×2 factorial design on the scores of Mathematics Anxietyin Relation to Self-Regulation and responsibility of Emotions and Metacognition

SRR

LMC

AMC

HMC

TOTAL

LSR

M₁=39.74

σ ₁₌7.475

N ₁=38

M ₂=41.96

σ ₂=4.850

N₂ =47

M₃ =43.29

σ ₃=4.686

N₃ =24

M =41.48

σ =5.978

N =109

ASRR

M ₄=41.37

σ ₄=5.065

N ₄=35

M ₅=41.86

σ ₅=4.050

N₅ =44

M₆ =45.13

σ ₆=4.425

N₆ =16

M =42.23

σ =4.655

N =95

HSRR

M₇ =40.07

σ ₇=4.922

N₇ =14

M₈ =43.03

σ ₈=4.064

N₈ =34

M₉ =45.13

σ ₉=6.384

N₉ =48

M =43.65

σ =5.687

N =96

TOTAL

M =40.45

σ =6.200

N =87

M =42.22

σ =4.366

N =125

M =44.16

σ =5.645

N =88

M =42.41

σ =5.551

N =300

In order to analyse the variable, the obtained scores were subjected to ANOVA. The results have been presented below in the table 4.

Table 4 Summary of Anova for 2×2 Factorial Design on the Scores of Mathematics Anxiety in Relation to Self-Regulation and Responsibility of Emotional Intelligence and Metacognition

Source Of Variance	SS	df	MSS	F
Self-Regulation And Responsibility (A)	174.040	2	87.02	3.05*
Metacognition (B)	610.233	2	305.117	10.697*
Interaction (A×B)	62.605	4	15.651	.549
Within	8300.494	291	28.524
Total	9147.372	300

*significant at the 0.05 level of confidence.

MAIN EFFECTS:

Self-Regulation and Responsibility of Emotions (A):

From the result inserted in the Table 4 reveals that the variance ratio is 87.02,df between mean is 2 and among group is 291.Entering F with these degree of freedom the value at 0.05 level is 3.04. It may be observed from table that F of magnitude 3.05> 3.04 so F ratio for difference between the means of Mathematics Anxiety with high, average and low self-regulation and responsibility of Emotions was found to be significant at 0.05 level of confidence. Hence, the data provides sufficient evidence to reject the hypothesis H₄ viz., “There is no significant difference in mathematics anxiety of Senior Secondary School students in relation to Self-Regulation and Responsibility of Emotions”.

Further the mean table 3 reveals that mean score of math anxiety with high Self-Regulation and Responsibility of Emotions is higher than average and low Self-Regulation and Responsibility of Emotions.it mean students having high Self-Regulation and Responsibility of Emotions has not as much of mathematics anxiety

The results are in tune with findings of:

S. Jain, M. Dowson (2009) indicates that all ‘‘self” (regulation and efficacy) factors are positively and statistically significantly related to each other, but negatively related to mathematics anxiety.

Sukhbir Kaur, Triza Jiwan found that as per component of EI, there was high positive correlation between self- regulation and excellent performance and negative correlation between self- awareness and below average performance.

Metacognition (B):

From the result inserted in the Table 4 reveals that the variance ratio is 10.697, df between mean is 2 and among group is 291.Entering F with these degree of freedom the value at 0.05 level is 3.04.It may be observed from table that F of magnitude 10.697 > 3.04 so F ratio for difference between the means of Mathematics Anxiety with high, average and low self-regulation and responsibility of Emotions was found to be significant at 0.01 and 0.05 level of confidence. Hence, the data provide sufficient evidence to reject the hypothesis H₅ viz., “There is no significant difference in mathematics anxiety of Senior Secondary School in relation to metacognition (belonging to group self-regulation and responsibility ofEmotions)”.

Further the mean table 3 reveals that mean score of math anxiety with high metacognition is higher than average and low metacognition.it mean students having high metacognition has a minor extent of math anxiety.

The results are in tune with findings of:

Legg, Angela Marie (2009) found that Metacognition moderated math anxiety and predicted that performance would decrease as anxiety increased, except at high metacognition levels. Further, metacognition predicted confidence in accuracy such that individuals with high metacognitive ability were more confident in their ability to correctly answer the problems.

Interaction (A×B):

From the result inserted in the Table 4 reveals that the variance ratio is .549, df between mean is 4 and among group is 291.Entering F with these degree of freedom the value at 0.05 level is 2.42.It may be observed from table so F of magnitude .549 < 2.42 that F ratio for interaction between metacognition and Self-Regulation and Responsibility of Emotions on the score of mathematics anxiety was not found to be significant at 0.05 level of confidence. Hence, the data could not provide sufficient evidence to reject the hypothesis H₆viz., “There is no significant interaction effect between metacognition and self-regulation and responsibility of emotions”.

MATHEMATICS ANXIETY IN RELATION TO SELF ESTEEM BESIDES CONFIDENCEWITH METACOGNITION:

In order to analyse the data of Sub Groups of ANOVA for 2×2 Factorial Design on the Scores of Mathematics Anxiety in Relation to Self-Esteem besides Confidence and Metacognition have been calculated and presented below in Table 5

TABLE 5 Means and Std^,s of sub groups of ANOVA for 2×2 factorial design on the scores of Mathematics Anxiety in relation to Self Esteem And Confidence With Metacognition

SEC

LMC

AMC

HMC

TOTAL

LSEC

M₁ =39.17

σ ₁=7.821

N₁ =36

M ₂=42.11

σ ₂=5.661

N₂ =35

M₃ =42.63

σ ₃=6.032

N₃ =16

M =40.99

σ =6.805

N =87

ASEC

M₄ =41.39

σ ₄=4.994

N₄ =41

M₅ =42.05

σ ₅=3.634

N₅ =44

M₆ =43.06

σ ₆=4.837

N₆ =26

M =42.09

σ =4.466

N =111

HSEC

M₇ =41.20

σ ₇=2.700

N₇ =10

M₈=42.46

σ ₈=3.948

N₈ =46

M₉ =46.22

σ ₉=5.569

N₉ =46

M =44.03

σ =5.051

N =102

TOTAL

M =40.25

σ =6.200

N =87

M =42.22

σ =4.366

N =125

M =46.22

σ =5.569

N =46

M=42.41

σ =5.551

N=300

In order to analyse the variable, the obtained scores were subjected to ANOVA. The result have been presented below in the table 6

Table-6 Summary of ANOVA for 2×2 Factorial Design onthe Scores of Mathematics Anxiety In Relation To Self Esteem and Confidence with Metacognition

Source Of Variance	SS	df	MSS	F
Self-Esteem And Confidence (A)	185.893	2	92.946	3.34*
Metacognition (B)	376.825	2	188.412	6.77*
Interaction (A×B)	173.099	4	93.274	3.35*
Within	8089.759	291	27.800
Total	8825.576	300

*significant at the 0.05 level of confidence.

MAIN EFFECTS:

Self-Esteem and Confidence (A):

From the result inserted in the Table 6 reveals that the variance ratio is 3.343,df between mean is 2 and among group is 291.Entering F with these degree of freedom the value at 0.05 level is 3.04.It may be observed from table that F of magnitude 3.34 >3.04 so F ratio for difference between the means of Mathematics Anxiety with high, average and low self-esteem and confidence was found to be significant at 0.05 level of confidence. Hence, the data could provide sufficient evidence to reject the hypothesis H₇viz,. “There is no significant difference in mathematics anxiety of Senior Secondary School students in relation to Self-esteem and confidence”.

Further the mean table 5 reveals that mean score of math anxiety with high Self-esteem and confidence is higher than average and low Self-esteem and confidence .it mean students having high Self-esteem and confidence has a lesser amount of mathematics anxiety

The results are in tune with findings of:

Neyers (2002) suggested that one of the ways to improve the maths performance and reduce maths anxiety, is utilizing formal teaching beside maths student dealing feelings such as lack of Self-esteem and confidence.

Fenma (1989) and Kirk (2002) showed in their studies that the students who experience a range of negative emotions such as confusion, distressed and fear of maths, will have less success in course as it leads to the maths anxiety

Metacognition (B):

From the result inserted in the Table 6 reveals that the variance ratio is 6.411, df between mean is 2 and among group is 291.Entering F with these degree of freedom the value at 0.05 level is 3.04.It may be observed from table that F of magnitude 6.411 > 3.04 so F ratio for difference between the means of Mathematics Anxiety with high, average and low self-esteem and confidence was found to be significant at 0.01 and 0.05 level of confidence. Hence, the data provide sufficient evidence to reject the hypothesis H₈ viz,. “There is no significant difference in mathematics anxiety of Senior Secondary School in relation to High, Average and Low metacognition (belonging to group -Self-Esteem and Motivation)”.

Further the mean table 5 reveals that mean score of math anxiety with high metacognition is higher than average and low metacognition. It mean students having high metacognition has a negligible level of math anxiety.

The results are in tune with findings of:

Hoorfar.H.; Taleb.Z. ( 2015 ) found that Metacognitive knowledge was negatively correlated with different domains of Math anxiety of learning Math, r= -0.43; of Math evaluation, r= -0.42; of solving problem, r= -0.409; and Math teacher anxiety, r= -0.38. These findings highlight the effect of math anxiety of seventh grade female students in their metacognitive knowledge.

Interaction (A×B):

From the result inserted in the Table 6 reveals that the variance ratio is 3.35, df between mean is 4 and among group is 291.Entering F with these degree of freedom the value at 0.05 level is 2.42.It may be observed from table that F of magnitude 3.35 >2.42 that F ratio for interaction between metacognition and emotional intelligence on the score of mathematics anxiety was found to be significant at 0.05 level of confidence. Hence, the data provide sufficient evidence to reject the hypothesis H₉viz., “There is no significant interaction effect between metacognition and self-esteem and confidence on the scores of mathematics anxiety.”

Further, the examination of the corresponding means from the Table 4.9 suggests that:

· The mean scores of Mathematics Anxiety of students having high Self-esteem and confidence is higher than the students having low and average Self-esteem and confidence. It indicates that the students with high Self-esteem and confidence has less mathematics anxiety.

· The mean scores of Mathematics Anxiety of student having high metacognition is higher than the students having low and average metacognition. It indicates that the students with high metacognition has less mathematics anxiety.

· The mean scores of Mathematics Anxiety of students with low Self-esteem and confidence with high metacognition is higher than the students having high and average Self-esteem and confidence. It indicates that the students with low Self-esteem and confidence and high metacognition has more mathematics anxiety.

· The mean scores of Mathematics Anxiety of students having high Self-esteem and confidence with high metacognition is higher than the students having low and average metacognition. It indicates that the students with high Self-esteem and confidence and high metacognition has more mathematics anxiety.

The results are in tune with findings of:

Scarpello (2007) discussed that high school students graduate with a lack of confidence in math and may feel uneasy when doing simple mathematical tasks. All because of fear and anxiety.

Maloney et al., (2015) discussed that the attitudes and beliefs possibly cause learners to invest less effort and time in math teaching

FUTURE IMPLICATIONS:

Bleyer, Pedersen, and Elmore, (1981) Concluded that Today's job market increasingly relies on a highly technically trained workforce. Shoffner and Vacc, (1999) found that with almost 75% of the jobs in the future requiring computer use. These technical positions demand mathematical competence. If the student lacks the necessary mathematical background to pursue these technical careers, their career choices will be limited in the future. Math anxiety might affect people's choices of investment options. Studies highlight a need for more training for parents and teachers on how to conquer their own math fears and avoid passing them to children…” The significance of this study is in the guidance the results will provide for students, parents, guidance counsellors, teachers, curriculum coordinators and administrators in helping students identify and overcome mathematics anxiety's contributing affect in course and career choice. Students’ perception of their ability to be successful in mathematics courses affects the outcome in those courses and whether they will pursue challenging mathematics courses. Since student perceptions of their mathematics abilities are established in the classroom, it is important that the teachers be aware of the teaching methodology they use, and consciously use methodologies designed to develop students’ feelings of mathematical self-efficacy. The teaching methodology used may affect whether the student is successful and whether the student develops mathematics efficacy (Stuart, 2000). For example, high mathematics anxious students may benefit from expository teaching methodology, whereas low-anxiety students may benefit more from discovery methodology (Clute, 1984).

Woolfolk (1995) believed that in order for teachers to help their students to deal with math anxiety they must:

· Use competition carefully to motivate students to do mathematics courageously.Atef Yousef Makeed, Salma Kuraishy (2012) stated the importance of educational aids in improving the educational process. Employ technological achievements of science to raise the curiosity and suspense learner, as his assistant on learning structured, or interact with instructional aides, they contribute a lot in methods to increase motivation to learn, and to emphasize the link for the subject matter to other subjects in teaching.

· Teachers often face many obstacles in the classroom: a wide range in abilities, lack of support or resources, large class sizes, time constraints the list goes on. But perhaps one of the more difficult obstacles is the fear of mathematics. Maths-phobia can easily translate into students exhibiting anxiety, a lack of involvement, and even behavioural issues. Motivating students in math is one of the challenging tasks for many of the parents and teachers. Student’s engagement is the key of learning math and math engagement comes from motivation. So students should be motivated to reduce mathematics anxiety. Prashant Ramrao Pawar. (2017) emphasised that teachers’ attitude has the strong relationship with the motivation of the students

· Make sure that all instructions are clear to make them self-confident. Vishal Khasgiwala, Swati Oza. (2018) found that the faculty communication has significant impact on the students learning.

· Avoid unnecessary time pressures so that they can regulate their emotions of fear.

· Promote a positive disposition to develop self-esteem and confidence.

· It’s no surprise that confidence is a huge factor in students’ anxiety towards mathematics. Previous negative experiences with the subject can lead to a negative and defeatist attitude. To overcome this, you should provide students with regular confidence-building exercises that look challenging but enable all students to do well. This boost in confidence and self-efficacy can decrease anxiety and fear, as students feel more and more capable and motivated.

There is need to Provide students with confidence-building exercises that enable all students to succeed. Emphasize the importance of self-motivation. A child’s self-esteem and mathematical confidence is more directly related to his or her parent’s perceptions and expectations than to the student’s own achievement record or the attitudes of any single teacher. Vijaya Nanci Rani J.(2016) found that there was a significant increase in post-test self-esteem after parental touch t=-10.26, p>0.05.K. Jayakrishnan, Shalini, Savitha (2015) study supported that there is no significant relationship between self-esteem and psychological well-being among the adult children of mentally ill parents. So healthy parents support is required to reduce math anxiety.

Researchers often argue that learning in the home is crucial in helping all children become and remain motivated learners. Secada, (2001) found that students’ initial competence in mathematics and science grows out of family practices. Parents should engage their children in math activities that are meaningful and fun.

The focus should be placed on an activity or a group of activities that will help their children explore relationships, solve problems, and see math in a very positive light. Parents are able to help their children steer clear of the math phobia that they may have known when they were a child. Seema Rani B. N, Jayashankar Reddy (2017) found that In India, the adolescents are dependent on their parents and guardians financially. They need approval from others to be acceptable. This study focuses on the effective support from others have on their self-worth.so for self-confidence, self-esteem, self-regulation parents should be supportive.

Based on the research studies of Kober (1991), Swick, Boutte, and van Scoy (1995), and López del Bosque (2000), parents can do the following to reduce mathematics anxiety:

• Encourage their children's interest in mathematics and science and let them know they can succeed. • Have high expectations and check on their children's progress.

• Get to know their children's teachers and establish partnerships with them.

• Join the parent-teacher association and visit school as frequently as possible.

• Attend pertinent workshops (e.g., family math workshops).

• Share informal educational activities (e.g., trips to the library or museum, cultural and educational events) with their children.

• Make sure their children attend school regularly.

• Seek leadership roles at schools.

• Find out about after-school, Saturday, and summer mathematics and encourage their children to participate.

• Become aware of any mathematics anxiety they may have and be careful not to pass along their fears to their children.

• Talk to their children about the relevance of mathematics and science to future success.

• Be sure their children pursue high-quality mathematics courses. • Encourage their employers to support schools.

As the data show, math anxiety can be seen as one facet of Self-Motivation, Self-Regulation and Responsibility of Emotions, Self Esteem besides Confidence, and Metacognition, which occurs only in math-related situations. Consequently, math anxiety can also be reduced by treating intelligently by parents as well as teachers.

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Received on 30.07.2018 Modified on 14.08.2018

Res. J. Humanities and Social Sciences. 2018; 9(4): 965-974.

DOI: 10.5958/2321-5828.2018.00162.6

Identification and Recruitment of Participants:

In order to conduct the present study, six Government and Aided schools from Hoshiarpur district were selected. For their selection Sample Random Technique was employed. Out of the selected schools, investigation was carried out on 300 students of Government and Aided Schools.

Design of the Study:

TABLE 1. Means and Std, s of sub groups of ANOVA for 2×2 factorial design on the scores of Mathematics Anxiety in relation to Self-Motivation And Metacognition

MATHEMATICS ANXIETY IN RELATION TO SELF-REGULATION AND RESPONSIBILITY OF EMOTIONSAND METACOGNITION:

TABLE 1. Means and Std^,s of sub groups of ANOVA for 2×2 factorial design on the scores of Mathematics Anxiety in relation to Self-Motivation And Metacognition