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All Journal Jurnal Konseling dan Pendidikan Bulletin of Counseling and Psychotherapy
Yusutria Yusutria
Universitas Ahmad Dahlan Yogyakarta, Indonesia
Education Health Professions Public Health Other

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Mathematics Learning Anxiety Among Senior High School Students: A Qualitative Case Study Yuzarion Yuzarion; Yenti Arsini; Masyhuril Fajar; Yusutria Yusutria; Akhmad Fajar Prasetya; Rina Febriana
Bulletin of Counseling and Psychotherapy Vol. 8 No. 1 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026081754000

Abstract

Mathematics learning anxiety is a prevalent issue among high school students that can adversely affect academic performance and psychological well-being. Despite extensive quantitative research, little is known about the lived experiences and psychospiritual dimensions of students facing mathematics anxiety, particularly within Islamic educational settings. This qualitative case study explores the determinants of mathematics learning anxiety among students at Senior High School (SMA) Muhammadiyah Yogyakarta, Indonesia. Participants were purposively selected based on active enrollment, observable signs of mathematics anxiety, and willingness to provide informed consent. Data were collected through observation, semi-structured interviews, and document analysis, then analyzed thematically. Findings indicate that students experience psychosomatic symptoms, cognitive difficulties, altered learning behavior, and neurophysiological disturbances. Contributing factors include low self-efficacy, poor concentration, fear of failure, and the perception of mathematics as inherently difficult. Anxiety manifested during lessons and assessments, negatively influencing problem-solving, conceptual understanding, and overall academic achievement. This study highlights the need for holistic support strategies in schools that address both psychological and psychospiritual well-being, integrating educational and Islamic principles to reduce mathematics learning anxiety and enhance student outcomes.
Spiritual intelligence, piety self-regulation, and parental attitudes as predictors of achievement motivation among Indonesian university students Akhmad Fajar Prasetya; Yuzarion Yuzarion; Yusutria Yusutria; Unggul Haryanto Nur Utomo; Ahmad Muhammad Diponegoro; Junaidi Junaidi; Alfaiz Alfaiz; Ryan Hidayat Rafiola; Hengki Yandri
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1213000

Abstract

Achievement motivation is an important psychological factor underlying students’ academic engagement and success. This study examined whether spiritual intelligence, self-regulation in piety, and parental attitudes toward children significantly predict achievement motivation among Indonesian university students. A quantitative cross-sectional design was employed with 280 undergraduate students from West Sumatra, DKI Jakarta, and the Special Region of Yogyakarta, selected through proportional stratified sampling. Data were collected using Likert-type instruments with good internal consistency (Cronbach’s α = .799–.893) and analyzed using multiple linear regression. The results indicated that the three predictors jointly explained 92.2% of the variance in achievement motivation (F(3, 276) = 686.279, p < .001). Spiritual intelligence (β = .203), self-regulation in piety (β = .663), and parental attitudes toward children (β = .143) were positive and significant predictors (p < .001). Self-regulation in piety demonstrated the strongest predictive association. These findings suggest that achievement motivation is associated with the interplay of spiritual intelligence, value-based self-regulation, and supportive parental attitudes within the Indonesian cultural context. The findings extend achievement motivation perspectives by highlighting culturally situated internal and social-contextual resources. However, the cross-sectional self-report design limits causal interpretation, and the high explained variance should be interpreted cautiously due to potential shared variance and common-method bias.
Co-Authors Akhmad Fajar Prasetya Alfaiz Alfaiz Arsini, Yenti Hengki Yandri Junaidi Junaidi Masyhuril Fajar Rina Febriana Ryan Hidayat Rafiola Unggul Haryanto Nur Utomo Yuzarion, Yuzarion