Mathematics Anxiety and Mental Well-being of Secondary School Students in Morigaon District, Assam, India: A Descriptive and Correlational Study

Abstract

Aims: To identify the levels of mathematics anxiety and mental well-being among Class IX students in Morigaon district, Assam, to determine the significant difference of the students’ levels in the two constructs when they are grouped according to gender, and to determine the correlation between the two constructs. Study Design: The study utilized Descriptive Survey Method. Place and Duration of Study: Three Secondary schools of Morigaon district, Assam, during the academic session 2024–2025. Methodology: A sample of 218 Class IX students (Boys = 98; Girls = 120) was selected using purposive sampling technique. Mathematics Anxiety Scale developed by Mahmood and Khatoon (2012) and the Warwick-Edinburgh Mental Well-being Scale (Tennant et al., 2007) were administered. Mean, Standard Deviation, Skewness, Kurtosis, independent samples t-test, and Pearson’s Product Moment Correlation were used for statistical analysis. Results: The mean Mathematics anxiety score was 31.43 (SD = 12.32). About 8.72% of students exhibited extremely high anxiety, while 18.81% showed extremely low anxiety. No significant gender difference was found in Mathematics anxiety, t(216) = .14, p > .01, or mental well-being, t(216) = .35, p > .01. The mean mental well-being score was 49.12 (SD = 16.35). A significant negative correlation was observed between Mathematics anxiety and mental well-being (r = -.63). Conclusion: Mathematics anxiety is significantly and negatively associated with students’ mental well-being. Reducing Mathematics anxiety through effective pedagogical strategies may enhance students’ psychological health and academic outcomes.