Paper Contents
Abstract
Mathematics anxiety is a stress, apprehension, sense of tension, dread, that hamper students to solve mathematical problems, whereas self-esteem is an individual's general feeling about personal worth and confidence. This study explores the extent of mathematics anxiety and self-esteem among adolescents and relationship between them keeping in view categorical variable as Gender. Descriptive survey research approach was employed for this research. This research employed a sample of secondary students aged 15 to 16 in Anglo Indian School at Purba-Bardhaman. Purposive sampling was applied to select 300 students as the sample of the study. Data were collected through the output of the Mathematics Anxiety Rating Scale and the Rosenberg Self-Esteem Scale and were analyzed using SPSS. The Spearman rank correlation shows a strong negative link between self-esteem and math anxiety (r -0.42, p<0.05). This research also examines the extent to which self-esteem accounts through regression analysis for mathematics anxiety (R2 0.18, p<0.05) and whether or not this relationship varies across genders. The findings indicate that greater self-esteem is a predictor of decreased mathematics anxiety ( -5.98, p <.05), with a larger influence on girls ( -6.72) than boys ( -4.76). These results underscore the importance of increasing self-esteem in girls, to reduce mathematics anxiety. Instructional strategies must have gender-specific methods, including the development of confidence, to enable engagement and interest in mathematics.Keywords: Mathematics Anxiety, Self-Esteem, Gender, Adolescents
Copyright
Copyright © 2025 SUKANTA KONER. This is an open access article distributed under the Creative Commons Attribution License.
