Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Learning Reformation in Elementary Education
Lintang Analisa Ekasari
Universitas Negeri Yogyakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The Relationship Between Math Anxiety and Self-Efficacy on the Basic Mathematical Ability of Prospective Elementary School Teachers Lintang Analisa Ekasari; Fery Muhamad Firdaus; Anwar Senen
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001670

Abstract

This study aims to analyze the relationship between math anxiety and self-efficacy on the basic mathematical abilities of prospective elementary school teachers. The study used a correlational quantitative approach with 282 students from five state universities in Indonesia. The instruments consisted of a math anxiety scale, a self-efficacy scale, and a basic mathematical ability test, all of which had been tested for validity and reliability. Descriptive analysis results show that self-efficacy is in the high category (M = 70.44; SD = 11.21), math anxiety is in the moderate category (M = 29.35; SD = 6.33), and basic mathematical ability is in the good category (M = 19.04; SD = 3.69). Pearson's correlation analysis revealed that self-efficacy was negatively and significantly related to math anxiety (r = –0.436, p < 0.001) and positively related to basic mathematical ability (r = 0.304, p < 0.001). Meanwhile, math anxiety had a weak negative relationship with basic mathematical ability (r = –0.175, p = 0.003). Multiple linear regression results show that self-efficacy has a significant effect on basic mathematical ability (β = 0.281, p < 0.001), while math anxiety has no significant effect (β = –0.053, p = 0.402), with a model contribution of 9.5% (R² = 0.095). Math anxiety is negatively correlated with basic mathematical ability but becomes non-significant when self-efficacy is included in the regression model, indicating an indirect effect. These findings emphasize the importance of strengthening self-efficacy in teacher education to improve prospective elementary school teachers’ mathematical competence.
Co-Authors Anwar Senen Firdaus, Fery Muhamad Khairunnisa Zulfa Alifah Setiawan Edi Wibowo