Abstract

Mathematics anxiety, a pervasive fear of engaging with mathematical tasks, impacts not only academic performance but also personality traits and self-efficacy. This study explores the interconnection between mathematics anxiety, personality development, and academic self efficacy among secondary school students. A total of 200 participants (100 males and 100 females) from grades 9 and 10 were randomly selected from five schools in new Raipur, Chhattisgarh. A mixed-method approach was employed, gathering quantitative data through validated scales and collecting qualitative insights through structured interviews. The study further revealed that interventions focusing on mindfulness and targeted problem-solving strategies effectively reduced mathematics anxiety and enhanced academic self-efficacy. These findings underline the necessity for innovative educational practices that mitigate mathematics anxiety and foster holistic student development, paving the way for enhanced academic and personal growth.