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,
: NiwaraCHS , 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 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 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 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:

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 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). (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 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).
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.

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 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).
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.

Mulyadi Wahyu Rahardjo A.M. Heru Basuki. (2016), examined the home-schoolingstudents can experience
mathematic 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 adolescents. 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.

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 academic 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 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.

Richardson and Suinn (1972), found that the “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.

Qishan Chen, Yurou Kong, Wenyang Gao, and Lei Mo. (2018), investigated the relationship between family
socioeconomic status (SES) and children’s reading ability. Participants included 2294 middle-school
students in grade 8. SES was measured by parents’ education level, prestige, family and children’s reading
ability was estimated with item response theory. In addition, we adopted an 8-item parent–child relationship
scale and a 22-item learning motivation scale that included four dimensions. We examined whether the
parent–child relationship mediated the relationship between family SES, education level and reading ability
and whether this was moderated by learning motivation. The results indicated that the parent–child
relationship played a mediating role in the relationship between SES, their education level and reading
ability. This relationship was moderated by students’ learning motivation. The direct effects of SES on
reading ability at high, medium, and low levels of learning motivation were 0.24, 0.32, and 0.40,
respectively.

TanmayiSuhas Desai, Anuradha Sathiyaseelan. (2020), found that the failure in academics is a leading cause
of suicides in India. Among students appearing for Board examinations, 82 percent reported academic
pressure and 74 percent experienced text anxiety,maths anxiety. Parental pressure over academics is specific
to South Asian cultures and related to parents’ socioeconomic status and their education level. The present
study aimed to explore role of parents’ education and occupation in parental pressure and test anxiety with
maths anxiety of students appearing for Board examinations. It adopted sequential explanatory mixed
method. 123 students appearing for Board exams of grade 10 from Pune participated in the first
(quantitative) phase. Parental pressure was found to be a significant predictor of test anxiety (B= .022,
p=.000, adjusted R2= .095). The mean scores of test anxiety and parental pressure did not vary based on
education and occupation of parents. Four participants who had reported high parental pressure and test
anxiety were interviewed in the second (qualitative) phase. Themes about antecedents and effects of test
anxiety and parental pressure, role of education/occupation of parents in these, solutions for mitigation got
revealed. The findings would aid to device specific interventions and stress-free evaluation systems.

OBJECTIVES

The following objectives are formulated for the proposed study:

• To measure the parent-child relationship among higher secondary students and find out whether
they differ from each other significantly or not.
 • To assess the effect of low education and high education level of parents on parent child
relationship among the subjects and examine whether higher secondary students differ
significantly from each other or not.
• To measure mathematics anxiety among the subjects and examine whether higher
secondary students differ significantly from each other or not.

HYPOTHESES:
Assuming that the other factors are kept constant, it is hypothesizing that,
• Parent-child relationship is observed significantly more by the higher secondary girls student
than higher secondary boys students.

• Higher secondary girl’s students exhibit significantly more mathematics anxiety than the higher
secondary boy’s students.

• High educated parent’s exhibits more benefit in parent child relationship and academic success
of the students than low educated parents.

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’ 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.

METHOD:
Methodology is the backbone of any research endeavour. It is the blue print of the researcher is going to
examine and explore the variables of interest. It plays a leading role in carrying out the research study
systematically and objectively. Methodology refers to systematic research and planning. Scientific
investigation involves careful and proper adaptation of research design, use of standardized tools and
tests, sampling techniques, sound procedures for collecting data, its careful study and tabulation and
them, finally application of appropriate statistical tests. These steps basically enhance the predictive value
of findings; thus, the findings may be generalized to predict the behaviour of population from which the
sample has been drawn.
Sample:
Purposive sampling technique is probably the only technique suitable for selecting the

sample of study. ● Quality- Higher secondary students – Boys & Girls

● Size – 50 higher secondary girl’s student and 50 higher secondary boy’s student
● Age – 16 to 18 yrs.
 ● Location –Nagpur city.

Tools:

The following tool will be employed for the purpose of collecting data from the selected subjects:

1) Parent-Child Relationship Scale by Nalini Rao.

2) Mathematics Anxiety Inventory by Vishal Sood and Arti Anand.

1. Parent-Child Relationship Scale: This scale has 100 items categorised into ten dimensions namely
protecting, symbolic punishment, rejection, object punishment, demanding, indifferent, symbolic
reward, loving, object reward and neglecting. This scale measured parent-child relationship.

Scoring: The scale is to be scored separately for both mother and father as per marking preferences
from 5, 4, 3, 2, 1, for both father and mother separately by the subjects.

Reliability: The test-retest reliability coefficient ranged from .770 to .871

Validity: Correlation coefficients ranged from .289 to .578

2) Mathematics Anxiety Inventory: This inventory measured the mathematics anxiety among students.
This inventory encompasses two dimensions like mathematics anxiety and test anxiety. This inventory
has 42 statements. Scoring: This inventory is a self-administered with five-point rating scale like
completely true the score is 1, true to large extent the score is 2, true to some extent the score is 3,
false/untrue to large extent the score is 4 and completely untrue/false the score is 5, if the answer to a
positive item. On the other hand, in case of negative items, the above scoring procedure was reversed
completely.

Reliability: The Product Method Correlation ‘r’ i.e., reliability Index, between two testing was
found to be .738

Validity: The validity of coefficient correlation set of scores was found between two to be .683

Research Design: The present study randomized group design will be used since the criterion is used
for selecting the sample purposive sampling technique will be applied but when the sample of size will
be large the subject will be selected by simple random sample technique.

Statistical Treatment: First, Mean and SD will be computed then “t” test for unrelated groups with
unequal cell frequency.

Result and Discussion: Results will be discussed considering the statistical values and findings of earlier
research studies.

Conclusion: Conclusions will be drawn on the basis of results of study.

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)

Qishan Chen, Yurou Kong, Wenyang Gao, and Lei Mo. (2018). Effects of Socioeconomic Status, Parent–
Child Relationship, and Learning Motivation on Reading Ability. Front Psychol. 9: 1297.,
doi: 10.3389/fpsyg.2018.01297.

TanmayiSuhas Desai, Anuradha Sathiyaseelan. (2020). Role of Parent’s Education, Occupation in Parental
Pressure and Adolescents’ Test Anxiety. Psychological Communication Biosc. Biotech. Res. Comm. Vol 13
Number (1) Jan-March 2020 Pp-288-295.