Focused Study Habit Distracters (Aggression & Alienation) As Related To Maths Achievement In Senior Secondary School Students: An Exploratory Study

Abstract

This exploratory study investigates the relationship between focused study habit distracters, specifically aggression and alienation, and mathematics achievement among senior secondary school students. A sample of 800 students from senior secondary schools in Rohtak town participated in the study. The results of the study reveal a significant negative correlation between aggression and mathematics achievement, as well as between alienation and mathematics achievement. The findings suggest that students with higher levels of aggression and alienation tend to perform poorly in mathematics. The study highlights the importance of addressing social-emotional factors in educational settings to improve academic outcomes. The implications of the study for educational practice, policy, and future research are discussed.