Mathematics Anxiety and Parental Expectations: A Correlational Study on Secondary School Students
DOI:
https://doi.org/10.48017/dj.v11i2.3675Keywords:
Parental Expectations, Mathematics Anxiety, Junior High School Students, Qualitative Study, Emotional Well-beingAbstract
This qualitative study explores the influence of perceived parental expectations on junior high school students’ experiences of mathematics anxiety in a public secondary school. Utilizing semi-structured interviews, the narratives of 25 Grade 7 to 10 learners were thematically analyzed to understand the roots, manifestations, coping strategies, and broader impact of math anxiety as shaped by parental pressure. Findings revealed four major thematic categories: (1) Perceived Parental Expectations and Pressure, highlighting students’ emotional burdens resulting from high expectations, family comparisons, and non-verbal cues of disappointment; (2) Indications of Math Anxiety and Its Triggers, showing students’ emotional distress, cognitive shutdowns, and physiological responses such as nausea during mathematical tasks; (3) Handling Strategies and Support Systems, where learners rely on personal initiative, sibling support, or teacher encouragement to manage stress; and (4) Influence on Academic and Personal Well-being, illustrating that math anxiety negatively affects academic self-concept, motivation, and mental health. The findings resonate with recent studies from Loughborough University (2025), Dialnet (2025), and OECD PISA (2023), suggesting that parental pressure significantly contributes to heightened anxiety and diminished performance. The study underscores the need for supportive, empathetic parental involvement and highlights the critical role of home and school environments in fostering students’ mathematical resilience and emotional well-being.
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