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Journal : AlphaMath: Journal of Mathematics Education

Self-Efficacy, Mathematical Reasoning, and Mathematics Anxiety among Junior High Students: A Moderated Mediation Study Wahidah, Fatin Rohmah Nur; Zakyatunissa, Zahra; Wijaya, Tommy Tanu
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30367

Abstract

Mathematics anxiety is a persistent psychological barrier that negatively affects students’ learning processes and academic performance in mathematics. While previous studies have examined psychological and cognitive predictors of mathematics anxiety, limited research has explored their interaction using an integrative moderated mediation framework. Using a cross-sectional design, data were collected from 145 Grade VIII students at an Indonesian public junior high school. The relationships among variables were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that self-efficacy significantly reduces mathematics anxiety and positively predicts mathematical reasoning. Mathematical reasoning also negatively predicts mathematics anxiety and partially mediates the relationship between self-efficacy and anxiety. In addition, self-efficacy moderates the relationship between reasoning and anxiety (β = 0.149), indicating that reasoning skills are more effective at reducing anxiety when students have greater confidence in their mathematical abilities. Mediation analysis further reveals that mathematical reasoning partially mediates the relationship between self-efficacy and mathematics anxiety. These findings highlight the critical interplay between psychological and cognitive factors in mitigating mathematics anxiety, suggesting that reducing anxiety requires a dual-track approach that strengthens students’ mathematical reasoning while simultaneously fostering self-efficacy through confidence-supportive instructional practices such as problem-based and case-based learning.
Co-Authors Achmad Basari Eko Wahyudi Aditya Purnama Ahmad, Nur Jahan Alim, Melvi Lesma Amrifo, Victor Andini, Dwi Apriyanti, Dhea Aryanti Aryanti Ashari, Dwi Alfan Cici Oktaviani Dessy Artina Dewi Nasien Dewi, Isti Kumala Diniya, Diniya Dipuja, Diah Anugrah Dube, Rakesh Edi Irawan Emilda Firdaus Ernawati Fajari, Laksmi Evasufi Widi Fatin Rohmah Nur Wahidah Fauzi, Nasrullah Ali Gan, Lijuan Gusti, Peggi Muharrani Haji, H Saleh Hayatun Nufus Ibnu Imam Al Ayyubi Ikromi, Shoutika Nawadya Jesi Alexander Alim khusnul khotimah Li, Xinxin Mahmud Alpusari Moh Salimi Mohammad Sabarudin Muhammad Fendrik Mulyani, Eva Astuti Mulyani, Nenden Muslim Muslim Naila Fauza Neni Hermita Nirfayanti Noerzanah, Firda Nurdin, Erdawati Oktavia, Aulia Ika Aulia Oktaviani Adhi Suciptaningsih Oshima, Ryugo Pantaleon, Kristianus Viktor Pereira, Jerito Putra, Riki Apriyandi Putri, Febiola Eka Ramadhan, Rully Rachmawati Ratna Hidayah Ratna Kartika Irawati Rauf, Muhammad A Rifqi Rohmatulloh Rohmatulloh, Rifqi Ruqoyyah, Siti Safitri, Nila Salamiyah, Salamiyah Separen, Separen Shah, Firdous A. Shao, Yalei Sholikhah, Khoirotus Siti Mas’ula Sofianto, Eko Wahyu Nur Suan, Lin Sukma Murni Suparman Suparman Supriyati, Devi Nurul Suryana, Irfan Susilo Hadi, Susilo Syaharuddin Talib, Corrienna Abdul Tamur, Maximus Thakur, Deepti Via Yustitia Visera, Elisabeth Wahyono Wahyono Wahyu Hidayat Wicaksono, Ardian Trio Ying, Zhou Yogi Prihandoko Yumiati Yunita Yunita Zakyatunissa, Zahra Zetra Hainul Putra Zhou, Ying Zubaidah Amir MZ Zufriady, Zufriady