A Study of Mathematical Anxiety, Motivational Beliefs, and Metacognitive Skills in Relation to Academic Achievement and Mathematical Creativity

Author(s)	Tanmoy Kumar Maji, Dr. Vinita M. Chaudhary
Country	India
Abstract	The present study examines the relationship of mathematical anxiety, motivational beliefs, and metacognitive skills with academic achievement and mathematical creativity among students. The study aims to explore how psychological and cognitive factors influence students’ performance and creative thinking in mathematics. A descriptive and correlational research design was adopted for the study. Data were collected from 400 secondary and senior secondary students using a structured questionnaire and academic achievement records. Statistical tools such as mean, standard deviation, correlation analysis, regression analysis, t-test, and ANOVA were used for data analysis. The findings revealed that mathematical anxiety negatively affects academic achievement and mathematical creativity, whereas motivational beliefs and metacognitive skills positively influence students’ academic performance and creative mathematical thinking. The study highlights the importance of reducing mathematics anxiety and promoting motivation and metacognitive learning strategies in mathematics education.
Keywords	Mathematical Anxiety, Motivational Beliefs, Metacognitive Skills, Academic Achievement, Mathematical Creativity, Mathematics Education, Secondary School Students.
Published In	Volume 7, Issue 1, January-February 2025
Published On	2025-01-09

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