PROJECT SYNOPSIS

MATHEMETICS ANXIETY AND PARENT – CHILD RELATIONSHIP AMONG HIGHER

SECONDARY STUDENTS WHO’S PARENTS ARE LOW EDUCATED AND HIGH
EDUCATED.
Name of the Student : Amjad I.Pathan
Enrollment No. 197241785
:
Course Code and MAPC – Part II
Year :
Subject Code MPCE - 026
:
Study Centre Code 36027P
:
Year of Admission July - 2019
:
Mobile No. 7720900997 / 9552555639
:
Email Id. amjpathan@gmail.com
:
Address Flat No – 301, Dilips Pride, Near Shiv Temple, Niwara
: CHS , Mahesh Nagar , NAGPUR -440013
 MATHEMETICS ANXIETY AND PARENT – CHILD RELATIONSHIP AMONG HIGHER
SECONDARY STUDENTS WHO’S PARENTS ARE LOW EDUCATED AND HIGH
EDUCATED.

INTRODUCTION

Education plays an importable role in development of student. It works as a helpful tool to

modify the behaviour of student. Education teaches student how to behave according to
situations. Behaviour is defined in various categories such as aggressive,calm, appropriate, inappropriate
behaviour and so on. Behaviour is profoundly influenced by home environment and school environment in
early years of life. In these years,individuals develop many behavioural habits from their school
environment Students show many behaviors in different school surroundings such as passive, aggressive and
antisocial behavior Aggressive behaviour is reactionary and implusary behavior and teacher can control the
aggressive behaviour in various ways. Younger students may need a time out to calm down before entering
the school

Students all over the world face a numberof problems This is very much true in the case of India also The
student community is affected by lots of problems. Lack of quality education,the threat Of unemployment,
absence of adequate opportunities, the politicization and criminalization of academic life,rampant corruption
and nepotism and sometimes lead to law and order problem As students are the future citizens of the world,
every country should shoulder the responsibility of providing an immaculate environment to the students

Problems range from school refusal, difficulty with concentration and learning, disruptive behaviour, eating
and sleeping problems. Some are transitory, mild and moderate, others serious causing distress, confusion,
lack of control, become unmanageable.Problems at school can show up as poor academic performance, lack
of motivation in school, loss of interest in school work, or poor relationships with peers or teachers.
Teachers are expert observers, and after proper training they can recognize the early warning signs of
psychological problems. Their observation of students and judgment on the characteristics of their cognitive
and emotional behaviours can provide vital insight for preparing prevention and intervention programmes
for children and their problems.

The mathematics performance of majority of students in poor when the world is more mathematically
inclined. The teacher teaches mathematics with the help of modern educational technological devices
and more and more advanced effective methods of teaching but the performance of the students in
the mathematics is a poor Hence, there must be some factors affecting the learners in learning of
mathematics at large. These factors like psychological, social and biographical and etc
Anxiety is an emotion characterized by feelings of tension, worried thoughts and physical changes .Anxiety
is distress or uneasiness of mind caused by a fear of danger or misfortune. Very often student with anxiety
also feel worries. There can also be physical symptoms Like having a headache or an upset stomach. Its
normal to feel anxious about moving to a new place, starting a new job or taking a test. This type of anxiety
is unpleasant, but it may motivate you to work harder and to do better job. Ordinary anxiety is a feeling that
comes and goes , but does not interfere with your every daylife.s
.Math anxiety is a psychological phenomenon that is often considered when examining students’ problems
in mathematics Although basic math skills are important for everyday life, many student report feeling
anxious when faced with the prospect of doing math. Mathematics anxiety is characterized by feelings of
tension, apprehension, and fear about performing math and is associated with delayed acquisition of core
math and number concepts and poor math competence (Richardson and Suinn 1972)

School environment is the first experience of learners outside of the home settings where they acquire
variety of attributes. The attributes acquired in this period remain with their personality throughout the life.
Students show many behaviors in different school surroundings such as passive, aggressive and antisocial
behaviour.
School climate is often used to refer to the emotional and social aspects of school environment. A
measure of the quality of school climate is students’ feelings of safety and connectedness to their school.
In a positive and healthy school climate, students feel close to people at school, are happy to be there, feel
a part of the school, believe teachers treat them fairly, and feel personally safe while at school. Safety
includes physical, emotional, and intellectual considerations. Intellectual safety is a subset of emotional
safety and refers to students’ comfort when they take intellectual risks at school, such as asking questions,
making comments, joining groups, and choosing to study difficult topics. Freiberg (1998) explains school
environment as safe, collaborative learning communities where students feel safe and supported report
increased teacher morale, job satisfaction, and retention. The interaction of various characteristics of
school and classroom climate can create a fabric of support that enables all members of the school
community not only to learn but also to teach at optimum levels.

influence the student’s life as well as academic achievement. The problem of aggressive behaviour
in school is increasing through years and is affecting school work at many different levels (Kozina Ana,
2007). There are many factors which may contribute in formation of aggressive behaviour like mental
health conditions and physical damage. Aggressive behaviour is reactionary and implusary behaviour
and teacher can control the aggressive behaviour in various ways. Younger students may need a time
out to calm down before entering the school. Aggression is a stable personal trait lasting from childhood,
through adolescence to adulthood (Loeber, Hay, 1997). Therefore, the only sensible thing is to try to
influence it in childhood by identifying more aggressive individuals and trying to modify their
aggression. That is especially important since aggression predicts future social, psychological,
behavioural and educational problems (Schwartz, Nakamoto, Hopmeyer Gorman, McKay, 2006; Crick,
2006). Since school is an important factor in the process of socialization, the aim is to find correlates of
aggression in school and try to influence aggression through them. Aggressive behaviour refers to such
verbal, nonverbal and physical behaviour that injures another indirectly or directly and results in
extraneous gains for the aggressor. These behaviours are typically described in terms such as those that
appear frequently in the literature (Hunt, 1993; Kerr & Nelson, 1998; Lancelotta& Vaughn, 1989; Long
&Brendtro, 1993; Sasso, Melloy, &Kavale, 1990). The student's body language for all of these
aggressive behaviours is attitude that clearly communicates rage, anger, humiliation, frustration, and
other feelings that motivate. The study in hand focuses on aggressive behaviour and school environment.
Aggressive Behaviour:
Aggressive behaviour defines as a reactionary behaviour which occurs in many situations and allows the
students to breaking the rules and regulation of a specific place. Educational and psychological research
conducted from the 1960 to the 1990 has established that academic underachievement in the elementary
school years is connected with the failure to make adequate educational progress in teen agers and young
adults. The study also demonstrates that in itself early problems with underachievement may not be the main
reason of later occurring educational problems. It was noticed that severely disruptive social behaviour
in early childhood, particularly aggression, has been implicated as a primary cause of both early and later
occurring academic underachievement, problems with truancy and the need for special education and
school dropout.

Mathematics evaluation anxiety showed no statistically significant relationship with

classroom environment, but learning mathematics anxiety was significantly related to several learning
environment scales, especially Student Cohesiveness and Task Orientation. Math anxiety has also been
linked to negative emotions from the past. If a student has been scolded for getting an answer wrong, it can
make hisor her anxiety worse. The same is true if he or she has been embarrassed in front of others.
 ANXIETY:

what is anxiety ?
According to American psychological Association “Anxiety is an emotion characterized by feelings of
tension, worriedthoughts and physical changes like increased blood pressure”.

People with anxiety disorders usually have recurring intrusive thoughts or concerns. They may avoid
certain situations out of worry. Experiencing occasional anxiety is a normal part of life. However, people
with anxiety disorders frequently have intense, excessive and persistent worry and fear about everyday
situations. Often, anxiety disorders involve repeated episodes of sudden feelings of intense anxiety and
fear or terror that reach a peak within minutes (panic attacks). These feelings of anxiety and panic
interfere with daily activities, are difficult tocontrol, are out of proportion to the actual danger and can last
a long time. You may avoid places or situations to prevent these feelings. Symptoms may start during
childhood or the teen years and continue into adulthood. (Soren Kierkegaord ,1884)

 What is mathematics anxiety ?

Math anxiety has been defined as feelings of apprehension and increased physiological reactivity when
individuals deal with math, such as when they have to manipulate numbers, solve mathematical problems,
or when they are exposed to an evaluative situation connected to math. (
Correspondence: Manuela Paechter, University of Graz, Institute of Psychology, Universitaetsplatz 2, Graz
8010, Austria)

 Consequences of mathematics anxiety .

Mathematics anxiety might hinder the efficiency of metacognitive monitoring, as anxiety impairs the
functioning of the goal-directed attentional system or might cause rumination and preoccupying
thoughts that consume cognitive resources (e.g., Ashcraft et al., 1998;Eysenck & Calvo, 1992) that
could otherwise be used for metacognitive monitoring.)

 How Mathematics Anxiety affects on performance of the students

It can have detrimental effects for students including feeling of nervous tension, fear of rejection,
and stress (Truttschel, 2002). Reported consequences of being anxious toward Mathematics
include the avoidance of Mathematics and the decline in Mathematics achievement.

Regarding the relation between mathematical anxiety and academic performance in the area of
mathematics, this study shows that they are inversely related, that is, the greater the anxiety, the
lower the academic performance.( Ashcraft, M. & Kirk, E. (2001). The relationships among
working memory, math anxiety, and performance. Journal of Experimental Psychology General,
130(2), 224-237. DOI: 10.1037//0096-3445.130.2.224 Ashcraft, M. & Moore, A. (2009).
Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational
Aseasen, 27(3), 197-205. DOI: https://doi.org/10.1177/0734282908330580 )

Adolescence is a phase of rapid growth and development during which physical, physiological and
behavioural changesoccur. They constitute more than 1.2 billion worldwide, and about 21% of Indian
population. Morbidity and mortality occurring in this age group is mostly due to preventable causes.
Young and growing children have poor knowledge and lack of awareness about physical and
psychological changes that occurs during adolescence and the ill health affecting them. Existing
Adolescent health programmes focus on rendering services like immunization, health education for
sexual and reproductive health, nutritional education and supplementation, anaemia control measures and
counselling. Adolescent health programmes are fragmentary at present and there is no comprehensive
programme addressing all the needs of adolescents. Access and availability of health care servicesare
severely limited. Lack of accurate information, absence of proper guidance, parent’s ignorance, lack of
skills and insufficient services from health care delivery system are the major barriers. Interventions
should focuson providing psychological and mental health services and behaviour change
communication towards leading a healthy lifestyle, restricting advertisement related to junk food
products, awareness creation about reproductive and sexual health, educating parents to prevent early
marriage, teenage pregnancy and to counsel their children on nutrition and reproductive health. Universal
coverage of Adolescent friendly clinics is highly recommended. To be cost effective, all health services
addressing adolescent should come under single programme. This review is intended to create awareness
among the stakeholders about the importance of strengthening adolescent health services in order to meet
their felt needs. (Ge, Conger and Edler,2001)

What is family relationship?

Family relationship
A family relationship can be defined as any combination of filiation or conjugal relationships that
join two people directly or through a third party. Conjugality is defined in this census as a de facto
cohabitation, thus independentof the situation as regards the legal marital status. A relationship of
filiation, the parentage of childrenis considered in three possible ways: naturally, through adoption
or acquired through a conjugal or common-law relationship with one of the natural or adopted
parents.

What are the roles and relationships of family members?

Each serves an important function in maintaining healthy family functioning. Instrumental roles are
concerned withthe provision of physical resources (e.g., food, clothing, and shelter), decision-making and
family management. Affective roles exist to provide emotional support and encouragement to family
members (SadhviMythili, 2020)

Parents and adolescence relationship

Adolescence is a period of rapid biological and psychosocial changes, which have a salient impact on
parent–
child relationships. Parents and adolescents have to reorganize responsibilities and move toward a more
egalitarian relationship. Although conflicts between parents and children become more frequent and
more intense during adolescence, these conflicts are also thought to be a means to negotiate relational
changes. The short‐term dyadic processes that occur during conflict interactions are important in the
development of parent–adolescent

relationships (Merz, Bierman and Schieman,2008). Parent–adolescent dyads with more emotional
 variability duringconflict interactions tend to adapt effectively and reorganize their relationships in
response to the developmental needs of adolescents. Thus, parent–adolescent conflicts are adaptive for
relational development when parents and adolescents can switch flexibly between a range of positive and
negative emotions.

Parent–child relationships are among the most important relationships for adolescents. Adolescence is a
period of rapid biological, cognitive, and neurological changes which have a salient impact on
psychosocial functioning and relationships (Merz, Considine, Schuize and Schuengel,2009). During
adolescence, parent–child relationships arethought to become more equal, interdependent, and reciprocal
changes that co‐occur with a temporary decrease inthe quality of the relationship and an increase in
conflict. Indeed, adolescents report that their parents are lesssupportive in early to middle adolescence,
and they gradually perceive their parents as less powerful and controlling over the course of adolescence.

 Low Education and High Education of Parent

How it will be affect on Mathematics anxiety and Parent – child relationship?

The goal of the current study is to examine the direct and indirect influences of parenting styles, math self-
efficacy, and the participants’ sex on math anxiety. The research population (N = 204) included randomly
selected participants, whose native language is Hebrew and were born in Israel. The participants were
surveyed about four measures that served as the research tools. They answered questions about
demographics, math anxiety, and the parenting style of the child’s mother and about math self-efficacy. The
research data concluded that there were strong correlations between the authoritarian parenting style and
math anxiety. The authoritative parenting style had both a direct positive correlation and an indirect negative
correlation on math anxiety. This is in contrast to the permissive parenting style which was exclusively
found to have a small positive correlation on math anxiety. The participant’s sex had both direct and indirect
influences on math anxiety. Math anxiety levels, as well as the negative effects of self-efficacy on the level
of math anxiety, were higher in females compared to males. These findings are relevant when considering
methods of diagnosis and intervention surrounding math anxiety.( The Seymour Fox School of Education,
Learning Disabilities, The Hebrew University of Jerusalem, Jerusalem, Israel)

Parents have a prominent role in the development of math anxiety as they are the primary socializers and
role models to their children (Maloney et al., 2015; Chang and Beilock, 2016). The personal beliefs of
parents heavily influence those of their children and have an impact on their achievements in mathematics
(Cruz, 2012). For example, if a parent prefers a particular academic subject, that is, the subject they are most
likely to enjoy teaching their children. This applies to values as well; information made available by parents
to their children is biased. As a result, parents not only shape their children’s future beliefs based on their
personal ones but their children’s learning and academic progress as well (Jacobs et al., 2005; Gonzalez and
Wolters, 2006). In addition, parental academic pressure and support were negatively related to students’
math grades (Levpuscek and Zupancic, 2009; Chiu, 2017). Studies show that different parenting styles affect
math performance, as well as the children’s adaptation to their learning environment (Maccoby, 1992; Ferry,
2000; Brown and Iyengar, 2008). Darling and Steinberg (1993) defined parenting style as a constellation of
attitudes toward the child that are communicated to the child that, taken together, create an emotional
climate in which the parent’s behaviors are expressed. Parenting style is a characteristic of the parent (i.e., it
is a feature of the child’s social environment), independent of the characteristics of the developing person
(Darling and Steinberg, 1993).
Baumrind (1966, 1971, 1978) offered three aspects of parental authority dimensions: authoritative,
authoritarian, and permissive parenting styles. The authoritative parenting style, where parents value a
controlling approach and restricted characteristics following logic, emphasizes rewards rather than
punishments. This parenting style includes a high degree of parental support and willingness to understand
the perspective of the child, giving great importance to the rationale underlying requirements and
boundaries. Parents encourage the creation of dialogues and share the logic behind their positions and
decisions with their children. Therefore, children educated with this parenting style show high social and
cognitive competence (Baumrind, 1968). The authoritarian parenting style is characterized by parents who
are restricting and controlling, who use more punishment than rewards. Authoritarian parents are typically
more dictatorial in their dealings with their children. They have an absolute set of standards, to which
children must conform. They are perceived as being not particularly warm or affectionate (Furnham and
Cheng, 2000). This style of parenting reportedly brings about children low in self-reliance, responsibility,
and achievement motivation (Baumrind, 1968; Furnham and Cheng, 2000). The permissive parenting style
is delineated by parents who demand little from their children and set flexible boundaries toward their
child’s behavior. In this style, the parents perceive themselves as a resource for their child rather than active
or influential individuals in charge of designing or modifying the contemporary or future behavior of the
child. Children of permissive parents are usually immature, lack impulse control and self-reliance, and
display a lack of social responsibility and independence (Baumrind, 1968; Dornbusch et al., 1987; Chen et
al., 2000).
Studies have shown that certain parenting practices influence their child’s mathematics education in a
negative way. Children with unengaged parents or those with an authoritarian parenting style obtained low
mathematics scores (Feldman and Wentzel, 1990; Chao, 1994; Weiss and Schwarz, 1996; Chiu,
2017). Baumrind and Black (1967) concluded that the authoritative parenting style was associated with high
academic performance, whereas the authoritarian and permissive parenting styles were linked to low
academic performance.

Review of literature

The review sections consist of important literature related to the study. Previous research studies are
abstracted and significant writings of authorities in the area under study are reviewed. It provides a
background for the development of the present study. The following literature was reviewed for the present
study.

Mathematics anxiety is a students’s negative affective reaction to situations involving numbers, math, and
mathematics calculations, “a feeling of tension and anxiety that interferes with the manipulation of numbers
and the solving of mathematical problems in a wide variety of ordinary life and academic situations”
(Richardson &Suinn, 1972, p. 551). Math anxiety reactions can range from mild to severe, from seemingly
minor frustration to overwhelming emotional (and physiological) disruption; for example, we had a college
student burst into tears during a lab experiment that tested simple subtraction facts (Ashcraft, 2002). .
Research on math anxiety has traditionally examined its relationships with other affective constructs, such as
test or generalized anxiety, with various academic outcomes such as school grades or with motivational
factors such as intent to take additional math courses or pursue math-related college majors (e.g., Hembree,
1990). .

Mathematics anxiety (MA), feelings of unease and worry experienced when thinking about mathematics or
completing mathematical tasks, has been widely studied because of its negative impact on mathematical
learning (Richardson &Suinn, 1972). MA is characterised by both physiological (e.g. increased heart rate)
and cognitive symptoms (e.g. negative thoughts) and is often considered one of the biggest obstacles to
learning in the mathematics classroom (Baloğlu, 2003; Hembree, 1990). Neuroimaging studies have
demonstrated that highly mathematics anxious individuals show more activation in neural regions associated
with the detection and experience of pain (Lyons &Beilock, 2012). Interestingly, this pattern of brain
activation was only observed in anticipation of a mathematics task and not during task completion.

The math anxiety is defined as “the feelings of tension and anxiety that interfere with the manipulation of
numbers and the solving mathematical problems in a wide variety of ordi-
nary life and academic situations” (Richardson &Suinn, 1972,p. 551). Sherard (1981) describes the math
anxiety as the fear of math or an intense and negative emotional response to
mathematics. There are many reasons for the cause of the math anxiety. These include lack of the
appropriate mathematical background of the students, study habits of memorizing formulas, problems and
applications that are not related to real life, challenging and time limited exams, lack of concrete materials,
difficulty of some subjects in mathematics, type of personality, negative approach on mathematics ,lack of
confidence, the approaches, feelings, and thoughts of teachers and parents on mathematics (Ashcraft &
Ridley,2005; Finlayson, 2014; Homan, 2010; Maloney, Ansari &Fugelsang, 2011; Rubinsten &Tannock,
2010).The negative relationship between the math anxiety and math performance is an international issue.
The PISA (Programme for International Student Assessment) statistics measuring a wide variety of
countries and cultures depict that the high level of negative correlation between math anxiety and
mathematical performance is remarkable (Foley etal., 2017).
Kohli and Malik (2009) found that male students scored higher on physical aggression, verbal aggression,
hostility and total aggression as compared to females whereas score on anger mode of aggression was
higher amongst females. Dasgupta and Ghosh (2012) found that the experience and expression of
aggression have been found to have significant relationship with different dimensions of personality
namely neuroticism, openness, agreeableness and conscientiousness. Emotional intelligence and the
nature of parental handling, both father and mothers also play an important role in the experience and
expression of aggression.

SetoMulyadi Wahyu Rahardjo A.M. Heru Basuki. (2016), examined the home-schoolingstudents can
experience academic anxiety. Parent-child relationship, and academic self-efficacy are assumed as
factors influencing the academic anxiety. Does parent-child relationship, and academic self-efficacy
have effect simultaneously to home-schooling students’ self-regulated learning? The purpose of this
study is to measure the

influence of parent-child relationship, and academic self-efficacy to academic anxiety on home-

schooling students. The direct and indirect effect can be seen from the empirical model when fit the
data. Subjects are 87 home-schooling students in Tangerang. Academic anxiety constructed from Ang
et.al. (2009) (α = 0.875), academic self-efficacy constructed from Bandura (1997) (α = 0.907), parent-
child relationship constructed from

Brook et.al. (2012) (α = 0.875). Structural Equation Model is used to analyse the data. The empirical
model has goodness of fit. It explains the influence of parent-child relationship, and academic self-
efficacy to academic anxiety on home-schooling students. The result shows that parent-child
relationship has no direct effect to academic anxiety or indirect effect through academic self-efficacy.
On the other hand, there is indirect effect from parent-child relationship to academic anxiety through
Parent-child relationship, and academic self-efficacy are good predictors to home-schooling students’
academic anxiety. But parent-child relationship only effects students’ academic anxiety not strong
enough to effects academic anxiety through academic self-efficacy. At this point, parents play important
role to build positive academic self-efficacy related to the home-schooling activities. Shahida shaban
and Nadia Hussain matto. (2012), studied the relationship of adolescent boys and girls from district
Anantnag of Kashmir valley with their mothers and fathers. To gather information on a sample of 40
male and 40 female respondents, Parent-Child relationship Scale developed by Nalini Rao, was used.
The results reveal that a highly significant difference was observed between the use ofsymbolic
punishment, rejecting, loving dimension and gender of the child while no significant difference was
found when protecting dimension was compared to the gender of the adolescent. This research study's
findings regarding children's perception of their mothers as rewarding (symbolic and Object), loving,
and demanding supports. However, in contrast to present findings Karuna et al., found out that mothers
and fathers were almost equally protective, demanding and give equal symbolic rewards and object
rewards towards their children. The positive influence of father child relationship on risk behaviours
was found to be stronger for male than for female adolescents. On the other hand, Shaban and Mattoo
(2012) reported that parents do not show any significant difference in protecting levels when compared
with their male and female children. Both mothers and fathers were also found to show significant
difference in the use of symbolic punishment between male and female children.

Valentina Laitonjam, Jatinder Gulati. (2014), the present study has been designed to find out
adolescents’ perception of their relationship with both the parents and its impact on the emotional
autonomy. A sample of 200 adolescents comprising of 100 boys and 100 girls in the age group of 16-18
years was drawn from four Government schools of Ludhiana city. Parent Child Relationship Scale by
Nalini Rao and Emotional Autonomy Scale by Steinberg and Silverberg were used to assess parent
adolescent relationship and emotional autonomy of the respondents respectively. Results revealed that
highly autonomous boys considered their father to be more rejecting and neglecting and less loving than
their mother. Highly autonomous girls perceived their father to be demanding and their mother to be
less rewarding symbolically and objectively and less loving. Aspects of positive parenting such as
protecting, symbolic reward, loving and object reward was associated with decreased emotional
autonomy among adolescent.

MANIVANNAN S & VENKATARAMAN S Assistant Professor, Department of Education,

Annamalai University, Annamalai Nagar, Chidambaram, Tamil Nadu - 608002,INDIA dated
11.10.2018

ABSTRACT
This review has made the researcher with vast knowledge and in depth understanding of the various
concepts related to the Anxiety of Higher Secondary students. It enlightened the researcher to have a
firm foundation and paved the way for his study. It enabled the researcher to select the necessary
research tools for this study. The researcher (i) Summarize major contributions of significant studies
and articles to the body of knowledge under review, maintaining the focus established in the
introduction. (ii) Evaluate the current "state of the art" for the body of knowledge reviewed, pointing
out major methodological flaws or gaps in research, inconsistencies in theory and findings, and areas or
issues pertinent to future study. (iii) Conclude by providing some insight into the relationship between
the central topic of the literature review and a larger area of study such as a discipline, a scientific
endeavor,or a profession.

In particular, anxiety is a human condition and is known to be a unique contribution to society in the
20th century. So much so, the "the age of anxiety" is called the 20th century. Over countless years, fear
or anxiety has developed as an adaptive mechanism for risk copying, and the two have been used
synonymously, but the difference between fear and anxiety is that the former is episodic and the latter
chronic. Research makes it clear that a modest amount of anxiety in learners is always an aid to superior
results, but the opposite happens if it rises beyond that degree. Both the work complexity and the level
of distress must be taken into account on the basis of the Yerkes-Dodson rule. That is,' on challenging
tasks, low arousal levels increase output compared to high levels, but on simple tasks, the opposite is
true' (Reber, 1995). The investigator agreed, therefore, to take this report. Reviewing similar literature
is an important element of science. If the analysis is to lead to the addition of the current information
fund, the study preparation must begin where others have left and, as such, the survey of relevant
literature is a significant stage in the planning of the study. The analysis of relevant literature is an
exacting job, calling for a deep insight into the overall field and a strong perspective. Venkatesan S. and
Ayatollah Karimi. (2009) revealed the relationship in high school students between mathematics
anxiety, mathematics success and academic hardiness. The sample consisted of 284 10th grade high
school students from Karnataka state (144 males and 140 females). The data were analysed using
Pearson correlation analysis and two separate T-test samples. The findings have shown that anxiety in
mathematics has a strong negative association with success in mathematics, but no significant
correlation with academic hardness is observed. Gender differences in mathematical anxiety are also
found to be significant, although there are no significant differences in mathematical success and
academic hardiness between boys and girls. This research has shown that the success of mathematics
students can be perceived by anxiety in mathematics and women scored marginally higher on this
variable, but this association with academic hardness has not been observed. In grades 6 to 12, Lucia
Tramonte and Doug Willms (2010) estimated the prevalence of anxiety among adolescent youth and
assessed whether it is related to socio-economic status and perceptions of learning abilities and
difficulties. For this analysis, nationally representative cross-sectional data was used from the Say
Them From Me survey- Fall 2008 evaluation. Estimates of item response theory and a cut-off point for
anxiety were developed from six Likert anxietyrelated products. The flow theory of Csikszentmihalyi
was applied to establish four distinct combinations of learning processes and the abilities of the
students. In both middle and high schools, females had a greater prevalence of anxiety than males. For
either middle or high schools, the incidence of anxiety did not differ greatly between schools. It is
possible to consider less than one-half of Canadian students "in flow," that is, feeling secure in their
abilities and challenged in their classes. Students who lacked confidence in their abilities were almost
twice as likely to experience depression. The relationship between the strengths of students, the
difficulties they face in school and issues of anxiety deserves support from parents and school staff. The
correlation between direct evaluations of the abilities of students and indicators of teaching practises
and school policies could be investigated in further study.

A survey of 206 Secondary Four female students from a Singapore school was conducted by Foong Pui
Yee (2010) on mathematics anxiety, test anxiety and some interpersonal associations with mathematics
achievement. The instruments used were the Spielbergers '(1977) Measure Anxiety Inventory (TAI) and
the Fennema-Sherman Mathematics Attitudes Scales (Fennema- Sherman, 1976). Such relevant results
are: high anxiety in mathematics is correlated with low achievement in mathematics and so is high
anxiety in testing with low achievement in mathematics. However, in their mathematics results, test
anxiety tends to serve as a facilitator for the most competent students. The students' scores on the
perception of their mathematics teachers have the greatest connection with their mathematics anxiety
scores of the three interpersonal variables explored.

The prevalence of anxiety, depression, and suicidal ideation was determined by Dat Tan Nguyen et al.
(2013), to define associated risk factors, and to examine students' own ideas for improving their mental
health. During September through December 2011, a cross-sectional study was conducted among 1161
secondary students in Can Tho District, Vietnam. For the evaluation of anxiety, depression, suicidal
ideation and possible remedies, a standardised questionnaire was used. Using the Center for
Epidemiology Studies Depression Scale, depression was assessed. 22.8 percent and 41.1 percent were
the prevalence estimates of symptoms exceeding a level equivalent to a diagnosis of anxiety and
depression. 26.3 percent of the students had seriously considered suicide, while 12.9 percent had made
a plan for suicide and 3.8 percent had attempted suicide. Physical or emotional violence by the family,
and high educational stress were major risk factors linked to anxiety and depression. Nearly 80% of
students indicated that the academic workload should be minimised and that confidential counsellors
should be named at schools as proposed solutions. Around half the students reported that they wanted to
change the attitudes of their parents and teachers. A vast number said they were going to visit a website
that provided students with mental health resources. Among Vietnamese secondary school students,
anxiety, depression and suicidal ideation are prevalent. In the home, there are strong correlations with
physical and emotional violence and high stress in school. It is important to shift the academic
curriculum and attitudes of parents and teachers from a punitive approach to a more positive approach
to minimise the risk of poor mental health. In order to enhance the mental health of students, an
internet-based mental health initiative may be a viable and successful first step

With Sridevi K.V. The link between anxiety and academic achievement of students in higher secondary
school was discovered (2013). For teachers who have found that certain children tend to perform below
their best in conditions marked by a high degree of stress, this field of research has been of great
interest. Students with high anxiety were expected to be more likely to perform less appropriately
 during their studies than non-anxious students would. The higher secondary level is a turning point for
teenagers throughout their lives. During this adjustment phase, students and their parents make their
career selection choices. There are also troubling issues for youth in our schools that sometimes
interfere with their academic achievement. During puberty, anxiety and anxiety related issues are very
common. A total of 12 schools, which included government, private aided and private unaided schools,
were randomly selected by the investigator for the study. The research group consisted of 180 students.
The results of the research are: 1) There is a clear positive association between general anxiety and test
anxiety. 2) The association between general anxiety and academic achievement is negative. 3) There is
a low negative association (-0.222) between test anxiety and higher secondary student academic
achievement.

In 1720 UK students, Emma Carey et al. (2017) assessed math anxiety, test anxiety, general anxiety
and mathematics and success in reading. In order to analyse the developmental shift in anxiety profiles,
the demographics of each anxiety profile and the relationship between profiles and academic success,
the authors performed a latent profile study of student anxiety scores. Between the two age groups
surveyed, anxiety profiles tended to differ in specificity. Clusters of specifically elevated general
anxiety or academic anxiety appear only in older students (test and math anxiety). Findings show that
boys are marginally more likely to have increased academic anxieties compared to their overall anxiety
than females. Year 7/8 students with academic anxiety clearly display poorer academic performance
than those with elevated general anxiety as well. A developmental shift in the specificity of anxiety can
occur and gender seems to play a strong role in deciding the profile of one's anxiety. A bidirectional
relationship between math anxiety and math performance is indicated by the anxiety profiles present in
our year 7/8 study and their relationships with math performance.

Higher Educated and lower educated Parents as Sources of Math Anxiety

Eccles et al. (1983) developed an Expectancy-Value Theory of achievement motivation, originally in
mathematics, that describes various cultural, social, interpersonal, and individual factors that influence
children's motivations, task values, expectations for success, and achievement related choices. Included in
the cultural milieu factors are cultural stereotypes about the subject and occupation (e.g., mathematics) and
socializers' (e.g., parents) beliefs and behaviors, as well as children's own perceptions of socializers' beliefs
and society's stereotypes about the domain. The Expectancy-Value Theory has received extensive support
over the past few decades (see Wigfield and Eccles, 2000, for a review). Thus, the role of parents in
influencing children's values, beliefs, expectations, performance, and choice in the math domain is well-
known.
Both teachers and parents play a major role in socializing children's academic values and attitudes and an
extensive body of research documents how parents' and teachers' expectations, gender stereotypes, and
attributions impact children's math attitudes and performance (Yee and Eccles, 1988; Eccles et al.,
1990; Tiedemann, 2000; Jacobs, 2005). Interestingly, however, little research has examined teachers' and
parents' own math anxiety as an antecedent for children's math anxiety, attitudes, and achievement. A recent
study found that female teachers' math anxiety impacted early elementary school girls', but not boys', math
achievement and attitudes (Beilock et al., 2010). Specifically, girls whose teacher had higher math anxiety
had lower math grades and learned less content at the end of the year compared to girls whose teacher had
lower math anxiety, even after controlling for girls' math achievement in the beginning of the school year. It
seems math-anxious teachers reinforced math-gender stereotypes as girls' endorsement of math-gender
stereotypes mediated the effect of teacher anxiety on their math performance. A study with second grade
elementary children examined parents' math anxiety in relationship to children's math anxiety, activities, and
academic self-perceptions, but found no effects (Jameson, 2014). This work suggests the need for continued
investigation of the role of parents' anxiety in children's anxiety in various developmental stages to
determine when this effect begins. The only known study to find an effect of parents' math anxiety on their
first and second grade child's math anxiety is a recently published study (Maloney et al., 2015). Thus, the
present study focuses on parents' math anxiety as a socializing agent of children's math anxiety and the
downstream effects on math education outcomes.
One reason researchers may have ignored the role of parents' anxiety in developing children's math anxiety
and performance is a common (mis)perception that math learning is more likely to take place during school
than at home and the role of parents may be less critical than teachers in math learning (Cannon and
Ginsburg, 2008). However, just as teachers serve as role models for students, parents serve as long-term role
models and their beliefs can influence their children as children develop their own identities, values, and
efficacy (Yee and Eccles, 1988; Eccles et al., 1990; Tiedemann, 2000; Jacobs, 2005). Another potential
reason for this gap in the literature is that people may not think about parents computing math, unless it is
part of their occupation (e.g., accounting, banking). In contrast, school is the domain in which math is
learned and regularly used and teachers perform mathematical problems publically in front of students and
therefore seem to have more direct influence on children's math attitudes and anxiety. However, parents,
regardless of their profession, likely perform more mundane mathematical computations on a regular basis
such as making a household budget, balancing a checkbook, and calculating a tip at a restaurant, which can
elicit math anxiety (Ashcraft, 2002). Parents' math anxiety may be subtly communicated to children through
these mundane activities, or even more directly in their role of helping (or not helping) children with their
math homework (Bhanot and Jovanovic, 2005; Maloney et al., 2015). (Ref - Gniewosz, B., and Noack, P.
(2012). Mamakind or papakind?[Mom's child or Dad's child]: parent-specific patterns in early adolescents'
intergenerational academic value transmission. Learn. Individ. Differ. 22, 544–548. doi:
10.1016/j.lindif.2012.03.003)

Parent-Child Relationship and Students’ Academic Achievement: A Study of Secondary School

Students
Kamalpreet Kaur Toor ( May – 2018)
Dept of Education, Punjabi University Patiala

Abstract
Parent-child relationship has been considered as part of parental involvement process and consists of a
combination of behaviours, feelings and expectations that are unique to a particular parent and particular
child. This study explores how parent-child relationship is influenced by taking into account demographic
factors viz. gender, type of school and academic achievement. Data has been collected by using parent-
child Relationship Scale (PCRS-RN) developed by Rao (2011) from the 200 secondary school students
selected from four schools of Sidhwan Belt Block of Ludhiana District following non-probability
approach of sampling. The results of the study indicated that secondary school students perceive their
parents differently on different dimensions of parent-child relationship on the basis of gender, type of
school and academic achievement. It seems that not only academic achievement but other socio-contextual
variables also play an important role in shaping the relationship between parents and children.

INTRODUCTION

Parent involvement, parent practices, parenting style and parent-child relationships have vital role to play in
the development of the child. Earlyphilosophers also theorized about the parental values, goals, skills and
attitudes. Locke in his essay concerning human understanding posited that children were both with a “tabula
rasa” or a “blank state” by which parents and society could easily transit their values and beliefs to their
children. Rousseau (1762) believed that children were born “Innately Good” and it is up to parents and
society to uphold and further teach the values inherent in children. Similar to the ideas of philosophers from
centuries ago, educational thinkers and administrators of today are also interested in gaining better
understanding of the interactive socialization process by which parents attempt to transmit their values,
goals, skills and attitudes to their children. Studies have been conducted to examine linkages between the
child's home environment and school environment: Within these two developmental contexts, adolescents
interact and are influenced by multiple socialization agents, including parents, teachers and peers (Maccoby
& Martin, 1983; Parke & Buriel, 1998; Wentzel, 1999).Epstein (1989) argues that differences in children's
motivation and learning can be partly accounted for by the degree to which the environment of the school
and home overlap. Model of Educational Socialization by Epstein (1989) named as TARGET structures
indentified six interrelated aspects of the home environment i.e. task structure, authority structure, reward
structure, grouping structure, evaluation structure, time structure that are conducive to academic
achievement. Epstein (1995) discussed how children learn and grow
throughthreeoverlappingspheresofinfluence:family,schoolandcommunity. These three spheres must form
partnerships to best meet the needs of the child. Epstein also defined six types of involvement based on the
relationshipsbetweenthefamily,schoolandcommunity(Skills),communicating, volunteering, learning at home,
decision making, and collaborating with the communityThe parental involvement has been considered a
multidimensional construct with multiple domains (Singh et al., 1995). Parent involvement has been defined
in multiple ways, including activities that parents engage in at home and at school and positive attitudes
parents have towards their child seduction, school and teacher (Grolnick & Slowlaczek, 1994;Epstein,
1996;Kohl et al., 2000). Parent involvement encompasses three broad domains – parent-child relations,
parent-school relations, and parent-parent relations (McNeal 1999). Parental involvement can be described
as social relations that are imbued with norms of trust, obligation, or reciprocity (Coleman, 1988; McNeal,
1999). Over the years, researchers with few theoretical perspective links have examined development
between children's experiences and parent-child relationship quality and functioning in middle as well as in
later adolescence Parent Child Relationship and Students’ Academic Achievement | 39
(Sroufe & Waters, 1977; Ryan et al., 1995 and Harter, 1998) have considered the processes whereby parents'
behaviour helps determine the quality of child's school functioning and problem behaviours. Social learning
theorists (Patterson et al., 1989) posit that behaviours modeled and reinforced in the parent-child relationship
will be strengthened, encoded cognitively, and later generalized to other social settings. Attachment theorists
(Waters et al., 1986) posit that the quality of parents' responsibility to children influences the development
of parent/child attachment and quality of children's schemes and expectations about the self, others and
relationships. Motivational theorists (Ryan et al., 1995) emphasize that the quality parents' responses to
children's basic psychological needs come to be internalized in a child's developing self-regulatory
abilities.The impact of parental involvement and relationships on students' academic achievement has been
recognized by teachers, administrators, and policy makers who consider parental practices and parental style
to be one of the integral parts of new educational reforms and initiatives. Coleman's (1966) large scale study
of the factors that influence academic achievement showed a stronger correlation between achievement and
family background and environment than between achievement and the quality of the school. Researchers
have since devoted much attention to the ways that parents can foster their children's school achievement.
Further section of the paper focuses upon parental involvement and student achievement
dynamics.PARENTALINVOLVEMENT– STUDENTS' ACHIEVEMENTDYNAMICSResearch evidence
hypothesized that parents who have a positive attitude towards their child's education, school and teacher are
able to positively influence their children's academic performance by following mechanisms:a. Parental
involvement vs Academic and Cognitive Socialization of Child : Parents can play their role in academic and
cognitive socialization of the child. The literature distinguishes between cognitive socialization – how
parents influence the basic intellectual development of their children and academic socialization – how
parents influence the development of attitudes and motives that are essential for school learning (Baker &
Stevenson, 1986; Milen et al., 1986 and Stevenson & Baker, 1987). A considerable amount of research
evidence is converging to show that parents attitudes, expectancies and beliefs about schooling and learning
guide their behaviour with their children and have a causal influence on the
children'sdevelopmentofachievement,attitudesandbehaviours(Haggard, 1957; Marjoribanks, 1979; Eccles,
1983; Seginer, 1983; Broom, 1985; Boger et al., 1986; McGillicuddy-Delisi, 1985; Sigel, 1985; Miller,
1986; 40 | Kamalpreet Kaur Toor
Ames & Archer, 1987; Entwisle et al., 1987; Phillips, 1987; Stevenson and Baker 1987; Entwisle &
Hayduk, 1988 and Wagner & Spratt, 1988;Lareau, 1989; Coleman, 1991; Epstein, 1991; Hendenson, 1991;
Reynolds, 1992; HoSui-Chi & Willms, 1996; Lee & Bowen, 2006; Patel, 2006; Burcu & Sungur, 2009).
Number of studies report that a warm and responsive parent-child interaction balances acceptance with
limits, and is positively related to self-esteem, social acceptability, and achievement in young children
(Elings, 1988; Estrada et al., 1987; Bradley et al., 1988; Maroon, 1988). Higher parent
involvementcontributestoincreaseinchild'sperceivedlevelofcompetence (Grolnick et al., 1991 and Gonalez-
DeHass et al., 2005). Parental involvement was a significant predictor of student achievement (Izzo et al.
1999; Topor et al. 2010).
Relationship between Parents’ Education and their children’s Academic Achievement :-
Abstract
Author – Mohd – Idris ( DEC – 2020)
This study explored the relationship between parents’ education and their children academic achievement
focusing on father and mother educational level for their children academic achivement. Tenth class students
of government high schools at District Mardan constituted population of the study. The study employed
systematic random sampling techniques to select students as sample of the study. Through a self-developed
questionnaire the data were collected from the respondents of the study. The findings of the study revealed
that high education of father and mother positively contributes to their children academic achievement.
Large co-relation was found between parents’ education and students’ academic achievement. On the basis
of the findings the study recommended to introdcue adult education programs, awareness compaigns and the
use of socail media for community education.
This Article can be cited as: Idris M., Hussain S., Nasir A., (2020). Relationship between Parents’ Education
and their children’s Academic Achievement, Journal of Arts and Social Sciences. VII (2), 82-92.
Introduction
The education of parents has significant influences on children’s knowledge, skills and values. Parents
involved in educational activities at home have positive effects on their kids’ educational attainments. There
are research based evidences that children’s vocabularywhich is the gate way for scholarship, other
linguistic and social skills have been significantly influenced by their parents at home (Harris & Goodall,
2008; Kassim, 2011). The communications of educated parents at home through strong vocabulary, good
pronunciation and logical arguments in discussion contribute to children’s language development. Educated
parents can also provide proper guidance to their children as they have already gone through the process of
education and they are aware of the heights and falls of educational decisions and therefore they could also
share the educational life experiences which are very powerful to motivate their children for studies. These
experiences help the individual to mould their behavior and adjust him/herself to the situation properly
which leads to prosperous educated life. All these interactions at home including parent’s guidance, mutual
communication, helping in the educational decisions and sharing the educational experiences with children
have significantly positive relationship with students’ academic achievement. Home arrangements made by
children’s parents are also based on their understanding and education has positive influences on students’
educational performances (Harb & El-Shaarawi, 2006). Students proper nourishment and development is
based on their home environment, educated parents make efforts to provide enabling education atmosphere
to their children at home so that they could benefit from that enabling environment whereas uneducated
parents often fail to provide learning-friendly environment to their children at home. The belief is that
educated parents lead their children to make efforts for personal development by considering education as
the architect of morality and guardian of soul. Students’ academic attainment has close relationship with
basic facilities at their home which is again linked to parents’ education. The facilities at home and the home
environment prepare them for facing the lurking challenges of the future educational, social, spiritual and
political aspects of life. In addition to the home atmosphere and parents’ educational status, the attitude of
parents towards their children and their development infuse the permanent values, like honesty, integrity,
industriousness, sympathy, patriotism, hope and optimism in their children-the greatest future asset of the
society in particular and nation in general (Harris & Goodall, 2008; Chohan & Khan, 2010; Harb & El-
Shaarawi, 2006). Research studies illustrates different factors which has positive as well as inverse
relationship with students academic achievement (e.g. school environemnt, teachers’ attitude, method of
teaching, social background include home enviornment, and so many others) among all those factors one is
the educational level of students’ parents. Parents’ attitude towards education is based on their level of
education and educational experiences they have experienced during their educational life. It is a fact that
the higher the attainments of parents in education the higher they will be conscious and careful for the
education of the children (Kassim, 2011). Educated parents have beliefs which are reflective in the
arrangement of educational provisions for their children (Jeynes, 2007). There are evidence that students
belong to educated parents perform significantly as compared to the students belong to uneducated parents.
The reason is that they can easily help out their children in their educational activities and can motivate them
for studies. These interactions of parents have positive psychological effects on children, reduce children
hesitation and further increase confidence and trust of students in their parents. On the other hand,
uneducated parents are not in a position to assist their children and as parents their influences are weak as
compared to the educated parents’ contribution because of the absence of psychological factor (Jeynes,
2007). Among parent’s educational status research findings explains that the contributions of educated
mother in the education of their children is more than the role of the educated father in the educational
attainments of students. The reason is that the self-esteem of educated woman as a mother is higher and has
significant relationship with children nourishment and preparation. Mother is the core part of the life of a
child and she can and do influence children every aspects of life.

Significance of the study

So, overall, this study suggests that when children solve math problems, those children with high math
anxiety activate brain regions involved in anxiety, while those children with low math anxiety activate brain
regions that are involved with solving math problems.
Mathematics is necessary skill that people use throughout their lives, such as when they travel , use money,
Or keep track on time. Therefore , mathematics is an important skill to learn at school.Unfortumately many
Higher secondary students feel stresses and anxious when they have to do math.People who experienced
feeling of stress when faced with math related situation may be experiencing what is called ‘ math anxiety’
It affects many students and related to poor math ability in academic performance.Researchers have studied
How math anxiety first appear , what is happening in the brain when students experienced math anxiety,and
how to best help students who are suffering mathematics anxiety.

1]  Wu, S. S., Barth, M., Amin, H., Malcarne, V., and Menon, V. 2012. Math anxiety in second and third
graders and its relation to mathematics achievement. Front. Psychol. 3:1–11. doi:10.3389/fpsyg.2012.00162

[2]  Ma, X. 1999. A meta-analysis of the relationship between anxiety toward mathematics and achievement
in mathematics. J. Res. Math. Educ. 30:520–40. doi:10.2307/749772)

In the present scenario, life is becoming too complex. People face a number of problems. Students are full
of stress and strain. As we know family is a first source of learning for our children. Every individual learn
how to live in his society from his or her parents Children learn life style, behavioural, values, social ethics
etc from their parents. So, Family Environment is the primary factor that impacts the development process
of an individual. The developmental process is the sum total of the influences and the impacts of heredity
and environment on an individual. In present society we come across a number of problems, which are
individualistic as well as related to society.
The present research will try to find out whether there is a significant difference in mathematics anxiety
and parent-child relationship among Higher secoadary students. Mathematics anxiety is one of the
problems create in millions of the school students in every year. Although a low level of anxiety can
cause positive motivation for

improvement of educational functioning, but high levels of mathematics anxiety can cause a disturbance
in concentration, attention, storage of knowledge, recall and educational reduction with that parent-child
relationshipis also very important factor or variable which impact on mathematics anxiety of the students.
Matto& Nabi (2012)found that now a days most of school children have high levels of Matehmatics
anxiety. Mental Health is a deliberating factor which impact on students’ Mathematics Anxiety. Present
study is a humble effort to answer the query i.e., why students feel mathematics anxiety and is there any
effect of parent child relationship on education

anxiety among higher seconadary students also examines the parental pressure regarding students’
academic work or mathematics anxiety.

Operational Definitions:-

Anxiety:-
Corte Madera “A crucial aspects of anxiety is the self-occupying thoughts which interfere with focusing
attention on the task at hand and result in lowered levels of performance”
Spielberger(1972) define Anxiety as an unpleasant emotional state or condition which is characterised by
subjective feelings of tensions apprehensions and worry and by activation or arousal of the automatic
nervous system

Math anxiety
People who experience feelings of stress when faced with math-related situations may be experiencing
what is called “math anxiety.” Math anxiety affects many people and is related to poor math ability in
school and later during adulthood.

Relationship:

A continuing and often committed association between two or more people, as in a family,
friendship,marriage, partnership, or other interpersonal link in which the participants have some
degree of influence on each other's thoughts, feelings, and actions.

"Relationship," though is a great big word. It covers all sorts of human connections, including ties to
friends, parents, children, siblings, other family members, co-workers, neighbours, mentors, and more.
(In 2002, Karen Fingerman and Elizabeth Hay).

Parents - child relationship:

 The Parent-Child Relationship is one that nurtures the physical, emotional and social development of
the child. It is a unique bond that every child and parent will can enjoy and nurture. This relationship
lays the foundation for the child's personality, life choices and overall behaviour. (J Marriage Fam. 2014
Aug 1)

Reference:

Ashcraft, M. & Kirk, E. (2001). The relationships among working memory, math anxiety, and performance.
Journal of Experimental Psychology General, 130(2), 224-237.

Ashcraft, M. & Moore, A. (2009). Mathematics anxiety and the affective drop in performance. Journal of
Psychoeducational Aseasen, 27(3), 197-205.

Wu, S. S., Barth, M., Amin, H., Malcarne, V., and Menon, V. 2012. Math anxiety in second and third
graders and its relation to mathematics achievement. Front. Psychol. 3:1–11. doi:10.3389/fpsyg.2012.00162

[2]  Ma, X. 1999. A meta-analysis of the relationship between anxiety toward mathematics and achievement
in mathematics. J. Res. Math. Educ. 30:520–40. doi:10.2307/749772)