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Abstract

Examining the present level of academic motivation, self-esteem, and personality traits among teens who are currently enrolled in school is the goal of this study.Additionally, this study evaluates the elements of the interaction between academic motivation, self-esteem, and personality traits on mathematics anxiety.The study highlights important gaps in our understanding of the relationships between several factors, such as academic motivation, self-esteem, personality characteristics, and mathematical anxiety.The study's findings demonstrated the ambiguity, inconsistency, and diversity of the information available on a study of how academic drive, self-esteem, and personality traits may affect anxiety brought on by arithmetic.A limited amount of study has also been done on the factors that can reduce math anxiety as well as the follow-up strategies that may be used to increase people's comprehension of mathematical concepts.The results of this study point to the need for further research into the combined effects of academic motivation, self-esteem, and personality factors on mathematics anxiety across a range of study domains in order to better understand how to help schoolaged adolescents perform mathematically.