Author(s): Radha Arora, Kirandeep Kaur

Email(s): drradhaarora@gmail.com

DOI: 10.5958/2321-5828.2018.00162.6   

Address: Dr. Radha Arora1, Kirandeep Kaur2
1Associate Professor, M.G.N. College of Education, Jalandhar, 144021, Punjab, India
2M.ED Student, M.G.N. College of Education, Jalandhar, 144021, Punjab, India
*Corresponding Author

Published In:   Volume - 9,      Issue - 4,     Year - 2018


ABSTRACT:
Whatever the changes that are made to the mathematics curriculum, there will always remain a problem with mathematics anxiety. The purpose of this study is to explore the relation of students' basic self-motivation, self-regulation and responsibility of emotions, self-esteem with metacognition towards mathematics anxiety levels. This study was conducted with 300 senior secondary school students of hoshiarpur district. To measure the mathematics anxiety level, the participants responded to the 25 Items of The Mathematics Anxiety Rating Scale. Data for self-motivation, self-regulation & responsibility of emotions, self-esteem and confidence were collected through the Seven Fold Emotional Intelligence Scale. The data was analyzed by two -way ANOVA. According to the analyses, there is significant difference in mathematics anxiety of Senior Secondary School students in relation to self-motivation, -self regulation and responsibility of emotions. These results indicate that that there is significant difference in mathematics anxiety of Senior Secondary School students in relation to metacognition belonging to self-regulation and responsibility, self-motivation and self-esteem and confidence groups.


Cite this article:
Radha Arora, Kirandeep Kaur. Mathematics Anxity of Secondary School Students in Relation to Self-Motivation, Self-Regulation and Responsibility of Emotions, Self- Esteem besides Confidence with Metacognition. Res. J. Humanities and Social Sciences. 2018; 9(4): 965-974. doi: 10.5958/2321-5828.2018.00162.6


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DOI: 10.5958/2321-5828 


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