MATHEMETICS ANXIETY AND PARENT – CHILD RELATIONSHIP AMONG

HIGHER SECONDARY STUDENTS THOSE PARENTS ARE LOW EDUCATED AND

HIGH EDUCATED.

PROJECT SYNOPSIS
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

INTRODUCTION:
Education plays an importable role in development of students. It works as a helpful tool tomodify the
behavior of student. Education teaches student how to behave according tosituations. Behavior is defined in
various categories such as anxiety,calm, appropriate, inappropriate behavior and so on. Behavior is
profoundly influencedby home environment and school environment in early years of life. 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,absence of adequate opportunities, the
politicization and criminalization of mathematics 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 mathematics 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 everyday life. 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 students 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 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 mathematics 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:

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 Anxietyaffects 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 mathematics performance in the area of
mathematics, this study shows that they are inversely related, that is, the greater the anxiety, the
lower the mathematics performance. (Ashcraft, M. & Kirk, E. (2001). (Ashcraft, M. & Moore, A.
(2009).

Mathematics anxiety and Parents Education Level:

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 mathematics 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 mathematics progress as well (Jacobs et al.,
2005; Gonzalez and Wolters, 2006). In addition, parental mathematics 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).
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
mathematics performance, whereas the authoritarian and permissive parenting styles were linked to low
mathematics performance.

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-Child 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.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).

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

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 mathematics 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 mathematics progress as well (Jacobs et al.,
2005; Gonzalez and Wolters, 2006). In addition, parental mathematics 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).
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
mathematics performance, whereas the authoritarian and permissive parenting styles were linked to low
mathematics 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.

Mulyadi Wahyu Rahardjo A.M. Heru Basuki. (2016), examined the home-schooling students can experience
mathematic anxiety. Parent-child relationship and academic self-efficacy are assumed as factors influencing
the mathematics anxiety. Does parent-child relationship, and mathematics anxiety 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 mathematics 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 adolescents. Mathematics 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 mathematics anxiety on home-schooling students. The result shows that parent-
child relationship has no direct effect to mathematics anxiety or indirect effect through academic self-
efficacy. On the other hand, there is indirect effect from parent-child relationship to mathematics anxiety
through Parent-child relationship, and academic self-efficacy are good predictors to home-schooling
students’ mathematics anxiety. But parent-child relationship only effects students’ mathematics anxiety not
strong enough to effects mathematics 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 of symbolic 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.

Emma Carey et al. (2017) assessed math anxiety, test 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 mathematics success, the authors performed a latent profile study of
student anxiety scores. Between the two age groups surveyed, in 1720 UK students’ anxiety profiles tended
to differ in specificity. Clusters of specifically elevated general anxiety or mathematics anxiety appear only
in older students (test and math anxiety). Findings show that boys are marginally more likely to have
increased mathematics anxieties compared to their overall anxiety than females. Year 7/8 students with
mathematics anxiety clearly display poorer mathematics 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.

Relevant research started in the 1970s, with Richardson and Suinn (1972, as cited in Preston, 2008, p. 230)
as the first to define it as “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”. Since
then, others have continued their efforts driven by research evidence that not only does mathematics anxiety
inhibit one’s ability to perform mathematically (Preston, 2008) but it is highly probable to have originated
from classroom experiences too (Newstead, 1998). Mathematics anxiety has been continually found to
correlate negatively with students’ mathematics performance, with correlations ranging from -.11 to -.36
(Ho et al., 2000). Hembree (1990) analysed 151 relevant studies and reported an average correlation of -.34
for school students whereas Ma (1999)’s meta-analysis of 26 studies revealed a correlation of -.27. Similar
results were also reported in Asia, like in China, Taiwan, and Singapore. Chiu and Henry (1990) conducted
a study with 562 children from grade 4 to grade 8 and found the correlation between anxiety and
performance to be significant and negative. Interestingly, although three rating scales were used, only one
was given to the entire sample. Moreover, it was odd that semester grades were not collected from all the
students. In 1987, Foong carried out an exploratory study with 206 secondary four express female students
from a single Singapore school. She reported that both mathematics anxiety and test anxiety correlated
negatively with mathematics achievement but the relationship between mathematics anxiety and test anxiety
were positive and moderately strong. However, her research was conducted more than two decades ago and
the instruments were all self-reported Likert-scaled questionnaires that were unable to locate students’
sources of anxiety. Hence there exist this pertinent need to assess the mathematics anxiety level in students
and its association with mathematical performance.

 Scarr and Weinberg (1978) found that parents’ education level could be as predictive as other factors for
children’s academic achievement. However, Mercy and Steelman (1982) argued that although different
indicators of SES (family income and parents’ education level) could all predict children’s intelligence
score, the mother’s educational attainment acted as a better predictor than the father’s. It is clear that
different components of SES could influence different aspects of specific cognitive skills or academic
achievement (Parcel and Menaghan, 1990). An index of status characteristics proposed by Warner et al.
(1949) that includes four dimensions – occupation, income, accommodation, and living region – was widely
adopted in the early stage of this research field. With increasing academic interest in the role of parents’
education level and occupation, a two-factor index of social position has also been used by several
researchers (Hollingshead and Redlich, 1958). The socioeconomic index (SEI) designed by Duncan
(1961) estimates SES based on the income and education level of each occupation. The Michigan State
Department of Education directly defines SES as having three dimensions: family income, parents’
education level, and parents’ occupation; this definition has been used extensively in numerous studies
(Gottfried, 1985; Hauser, 1994; Bornstein and Bradley, 2014). Therefore, we adopted this definition and
used parents’ education level, occupational prestige, and income level to measure family SES.

Studies conducted in developed and developing countries on parents educational on the

academic achievement of students. According to research findings, different educational status of
parents showed different effects on students’ academic attainments and the finding revealed different
nourishment approaches of parents at home. According to Hanafi (2008) uneducated parent’s approaches of
dealing with their kids is with extra care, but unstable academic settings at home for children education and
have high expectations from their children. These strategies contribute uneven and uncertain results of
students’ academic achievement. On the contrary primary pass parents adopt relatively neglected and
unrealistic academic approaches from their children as they have high expectations from children with low
investments, sometimes corporal punishment and traditional concept of reward and punishment. However,
parents with higher educational status are more realistic and systematic while planning the educational
targets of their children. The highly educated parents follow modern and adoptive academic settings for their
kids at home (Hanafi, 2008) Likewise, research studies also identified the differences on the mother
and father qualification with reference to the contribution of education in children academic attainments The
researchers have foreseen that parents’ educational level was the most important element in predicting
children’s academic performances. As per the findings mother educational status is more related with
children academic attainment and has significant influences on children’s overall achievements. On the
other hand, fathers’ education and profession has effect on children’s academic achievements. The
profession and education of father directly affect the income for the family which has direct and strong
relation for the facilities available for children at home which in turn has relationship with children
academic attainments. For instance, high income families easily manage their children basic, health,
food and educational needs; provide extra facilities and opportunities to their children which could
contribute more into the academic performance of their children (Suleman, Aslam, Shakir, Akhtar, Hussain
& Akhtar, 2012). Anderson (2002) has identified the negative factors in family such as illiteracy, low
involvement in children schooling, low socio-economic status and lack of time for their children which
are the main causes of the students’ educational failure. Children’s education is explained by their parents’
education because parents and children education is closely co- students. The confidence level of parents is
related to their mastery of certain cognitive skills and successful experiences in their previous general and
educative lives. Those who have successful educational experiences and high cognitive abilities could build
up the confidence level of their children and such parents were also found to be able to help in the
development of cognitive skills of their children while on other side of the picture, they were found to be
unable to help their children in develoing cognitive abilities and building up confidence level (Shah, Atta,
Qureshi & Shah, 2012).

Dr. Muhammad Idris, Dr. Sajjad Hussain, Dr. Nasir Ahmad , Journal of Arts and Social Sciences 7(2),
2020)The 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.

According to Nyama (2010) mother’s leap is the first classroom of child and she is the first teacher in this
world. The educated parents impart to child, is of paramount importance, as all the remaining factors are
based on it. Learning take place at family in home atmoshpere has foundational influneces on the education
of child through his/her academic career. Mother tongue of child is learnt at home through the informal
teaching of mother and nonformal intercations of other family members. All the four skills of language
get started at home with his/her mother’s love, kindness and teaching. As the child grows, mother telling
stories of fairies and lagents improve their listening skills and provide opportunities to build up vocabulary.
These interactions also develop child’s inquisitiveness which later contributes a lot in the educative lives of
children. Parents along with other responsibililties perform a role of a teacher too through the lives of the
childern (Nyama, 2010). Chohan and Khan (2010) have the same views that parents as teacher significantly
affect the knowledge, skills, attitude and even aspirations of the child. The education of father increases
chances of a child in reaching to higher education, but influence of mother education is far deeper and more
significant than the role of an educated father in children academic attainment. The findings of research
studies conclude that mother’s education is more important than father which has more significant effects on
the educational attainments of students. It was also found out that less educated mothers are less interested in
their children education which is harmful for children educational future (Hanafi, 2008).

related. Parents’ educational achievement tends to reinforce positive behavior for learning
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.

Significance of the study:

The present research or study will try to find out whether there is a significant difference in mathematics
anxiety and parent-child relationship with high educated and low educated among higher secondary
students. Mathematics anxiety is one of the most crucial 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 relationships 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 Mathematics 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 educationanxiety among higher secondary students also examines the parental
pressure regarding students’ mathematics 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
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