Abstract

Mathematics is widely recognized as an essential discipline that cultivates logical reasoning, analytical thinking, and problem-solving abilities. Regardless of its importance, numerous students perceive Mathematics as difficult and anxiety-provoking, which can have an adverse impact on their academic performance. This study investigates the role of Teachers’ Emotional Support in shaping students’ experiences with Mathematics, particularly focusing on its relationship with Mathematics Anxiety and Mathematics Performance among Secondary School Students. The study utilized a correlational design within the quantitative approach. A sample of 210 Class 10th English medium students of Lucknow district in Uttar Pradesh was selected using multistage random sampling and data were analyzed using Pearson’s correlation coefficient. The findings revealed a strong negative correlation between Teachers’ Emotional Support and Mathematics Anxiety of Secondary School Students (r = –0.753), indicating that greater emotional support is associated with reduced anxiety. A strong positive correlation was also found between Teachers’ Emotional Support and Mathematics Performance (r = 0.723), suggesting that emotionally supportive teachers positively influence students’ achievement. These results highlight the importance of creating emotionally safe classroom environments. Supportive teacher-student interactions can help reduce anxiety, improve performance, and foster students’ confidence, interest, and engagement in Mathematics.