Journal of Pharmaceutical Negative Results ¦ Volume 13 ¦ Special Issue 6 ¦ 2022 1559 POSITIVE SELF TALK AND COUNSELLING TO OVERCUM MATHEMATICS ANXIETY AMONG SECONDARY SCHOOL STUDENTS Hardeep Kumar Deshwal 1 , Dr. Mahima Gupta 2 , Dr Shikha Chaturvedi 3 1 Research Scholar, Amity Institute of Education, Amity University, Noida, India 2 Professor Amity Institute of Education, Amity University, Noida, India 3 Associate Professor, NAS College Meerut Email: hardeepdeshwal@gmail.com DOI: 10.47750/pnr.2022.13.S06.207 A solid foundation in mathematics and science develops and hones the skills of posing hypotheses, designing experiments and controls, analyzing data, recognizing patterns, seeking evidence, conclusions and proof, solving problems and seeking absolutes, while being open to new information.To raise math accomplishment levels, it is necessary to acknowledge the need for fresh approaches and methods. The goal of the study is to determine how well metacognitive interventions affect arithmetic achievement about gender and intellect. It is a natural experiment study. For the study, samples of 60 Xth standards were selected. Two groups, a control group, and an experimental group were created from the sample. Each group consists of 30 students in each group. The experimental group received instruction using math modules built on Positive self talk and psychological intervention, while the control group received instruction using conventional lesson plans. The study's findings demonstrated that Positive Self talk has a considerable impact on mathematical achievement. The learning of mathematics, as well as the teaching of mathematics, can both benefit from Psychological Counselling. Therefore, it can be inferred that employing metacognitive methods and procedures can improve secondary school students' mathematical achievement and sutantial decreament in Maths anxiety. Keywords: Positive Self Talk,Mathematics Achievement, Mathe Anxiety,positive psychology. INTRODUCTION The most defining aspect of contemporary society is its reliance on science-based technology, which has had a significant influence on not just the nation's political and economic systems but also on the way that education is conceptualized, opening up new fields of study. It is the arousal of curiosity, the fostering of intelligence, the growth of appropriate interest, attitude, and values among pupils, and the development of crucial abilities like independent study. Future technological developments, a deep understanding of mathematics, and the practical application of mathematical concepts are all required. Unfortunately, we are not paying for it since traditional teaching approaches fall short of students' intellectual, psychological, and emotional needs and are insufficient to pique their interest in mathematics. It is necessary to alter the way arithmetic is taught. The shift from a teacher-centered system to a learner-centered system is a slow one, even though modern teaching is seen as being more learner-centered and learner-driven. Improve the teaching-learning process, necessitates modifications to the instructional strategy and supporting materials. The learner should take an active role in their education, and learning should result in positive modifications to habits, ways of living, knowledge, and abilities, among other things. It seeks to maximize educational opportunities. We are on the cusp of a new era for innovation in all aspects of life, including education. Through efficient teaching methods, teachers nowadays must acquaint their students with the ever-expanding world of knowledge. The main responsibility of a teacher is to develop systematic instructional materials and offer learning opportunities, which are fundamental components of dynamic and effective instruction. Through the effective application of metacognitive tactics and approaches in the teaching-learning process, the classroom can transform into a wonder world of delight for children with simple absorption of learning material.