Students’ Perceptions of Mathematics Anxiety and Academic Stress: Influence of Gender, Teachers and Parents

HRMARS - This study investigates primary school students’ perceptions of mathematics anxiety and academic stress, focusing on the influence of gender, teacher and parental factors. Using a quantitative survey design, data were collected from 234 Year 4 to Year 6 students in Johor Bahru, Malaysia, through a structured questionnaire. Participants were chosen using simple random sampling. The data were examined using descriptive analysis involving mean, standard deviation, and percentage. The results showed that students demonstrated moderate to high levels of mathematics anxiety, especially during tests and time-pressured tasks. Academic stress was mainly caused by challenging assignments and high expectations from teachers and parents. Gender-related beliefs influenced students’ confidence, with many perceiving males as naturally better in mathematics. Supportive teacher attitudes were linked to lower anxiety, while excessive parental pressure increased stress. The findings highlight the importance of supportive and inclusive learning environments, emphasizing collaboration between teachers and parents to reduce mathematics anxiety.