The impact of undergraduate students’ mathematics anxiety and self-concept on their self-regulated learning and academic achievement
Several types of research showed math anxiety as the learning outcome, but another showed that as the predictor variable. Math anxiety was predicted based on other variables, such as self-regulated learning and self-concept. Self-regulated learning is associated with academic achievement. This study...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Indonesian |
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Universitas Hamzanwadi
2023-01-01
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| Series: | Jurnal Elemen |
| Subjects: | |
| Online Access: | http://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/6898 |
| _version_ | 1797969935492710400 |
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| author | Dian Cahyawati Nita Delima Muji Gunarto |
| author_facet | Dian Cahyawati Nita Delima Muji Gunarto |
| author_sort | Dian Cahyawati |
| collection | DOAJ |
| description | Several types of research showed math anxiety as the learning outcome, but another showed that as the predictor variable. Math anxiety was predicted based on other variables, such as self-regulated learning and self-concept. Self-regulated learning is associated with academic achievement. This study aimed to obtain valid and significant indicators of each latent variable and to develop the structural model of those latent variables on students’ academic achievement. The research used an interval scale questionnaire to measure all latent variables except academic achievement. The PLS-SEM was applied by SmartPLS software. The structural model showed that math anxiety directly affected academic achievement but indirectly affected self-regulated learning, which is self-concept as the mediating variable. For students with low math anxiety, their self-regulated learning tends to be high by controlling their self-concept in math. |
| first_indexed | 2024-04-11T03:10:11Z |
| format | Article |
| id | doaj.art-087e92455c954c5e85f659af11bd2595 |
| institution | Directory Open Access Journal |
| issn | 2442-4226 |
| language | Indonesian |
| last_indexed | 2024-04-11T03:10:11Z |
| publishDate | 2023-01-01 |
| publisher | Universitas Hamzanwadi |
| record_format | Article |
| series | Jurnal Elemen |
| spelling | doaj.art-087e92455c954c5e85f659af11bd25952023-01-02T11:49:42ZindUniversitas HamzanwadiJurnal Elemen2442-42262023-01-019118319610.29408/jel.v9i1.68982579The impact of undergraduate students’ mathematics anxiety and self-concept on their self-regulated learning and academic achievementDian Cahyawati0Nita Delima1Muji Gunarto2Department of Mathematics, Universitas Sriwijaya, South SumateraDepartment of Mathematics Education, Universitas Subang, West JavaDepartment of Economic and Business, Universitas Bina Darma, South SumateraSeveral types of research showed math anxiety as the learning outcome, but another showed that as the predictor variable. Math anxiety was predicted based on other variables, such as self-regulated learning and self-concept. Self-regulated learning is associated with academic achievement. This study aimed to obtain valid and significant indicators of each latent variable and to develop the structural model of those latent variables on students’ academic achievement. The research used an interval scale questionnaire to measure all latent variables except academic achievement. The PLS-SEM was applied by SmartPLS software. The structural model showed that math anxiety directly affected academic achievement but indirectly affected self-regulated learning, which is self-concept as the mediating variable. For students with low math anxiety, their self-regulated learning tends to be high by controlling their self-concept in math.http://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/6898academic achievementlatent variablesmathematics anxietyself-conceptself-regulated learningpls-sem |
| spellingShingle | Dian Cahyawati Nita Delima Muji Gunarto The impact of undergraduate students’ mathematics anxiety and self-concept on their self-regulated learning and academic achievement Jurnal Elemen academic achievement latent variables mathematics anxiety self-concept self-regulated learning pls-sem |
| title | The impact of undergraduate students’ mathematics anxiety and self-concept on their self-regulated learning and academic achievement |
| title_full | The impact of undergraduate students’ mathematics anxiety and self-concept on their self-regulated learning and academic achievement |
| title_fullStr | The impact of undergraduate students’ mathematics anxiety and self-concept on their self-regulated learning and academic achievement |
| title_full_unstemmed | The impact of undergraduate students’ mathematics anxiety and self-concept on their self-regulated learning and academic achievement |
| title_short | The impact of undergraduate students’ mathematics anxiety and self-concept on their self-regulated learning and academic achievement |
| title_sort | impact of undergraduate students mathematics anxiety and self concept on their self regulated learning and academic achievement |
| topic | academic achievement latent variables mathematics anxiety self-concept self-regulated learning pls-sem |
| url | http://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/6898 |
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