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Of the diverse concerns that have been given much attention by scholars and educators in Mathematics education, stress arising from the area of Mathematics has emerged as a significant one. It impacts learners, sometimes determining how this they will approach the particular subject in the future. This study will therefore seek to establish relationships between personality characteristics and Mathematics stress found amongst students. This participate into further elucidation of the effects of such personality dimensions as ‘Big Five’ personality model dimensions which includes “Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism” of the participants on the experienced Mathematics-related stress intensity. The type of research of this study was quantitative which came under ex-post-facto research design. To test the proposed hypothesis, Standardized instruments namely “Mathematics Anxiety Rating Scale (MAS), and Big Five Inventory (BFI)” were used and data was collected on 246 respondents through a stratified random sampling technique from different grades 9 to 11 of various D.A. getting Anglo-Indian through the use of T-scores and multiple regression analysis, the study seeks to give more light on the relationship between these variables and afford better ways of dealing with this challenge even though, to educators and psychologist.
Koner et al. (Sun,) studied this question.