The mediating effect of math self-efficacy on the relationship between parenting style and math anxiety

Abstract

The present study aims to investigate the associations among math self-efficacy, parenting style, and math anxiety in primary school children. The sample comprised 400 participants, aged between 10 and 11 years old, from an elementary school in China. Participants completed three self-reported questionnaires on math anxiety, parenting styles and math self-efficacy. The results revealed that rejection was strongly and positively correlated with math anxiety, while emotional warmth was negatively related to math anxiety. Interestingly, math anxiety was found to be related to rejection, with math self-efficacy playing a mediating role in this relationship. Conversely, math self-efficacy played a mediating role in the relationship between parenting styles and math anxiety, while over protection exhibited no significant correlation with math anxiety. The study also showed that gender differences existed in the level of math anxiety and math self-efficacy, with boys exhibiting lower math anxiety and higher math self-efficacy than girls. These results provide important insights into the development and treatment of math anxiety in primary school children. Specifically, parents and educators should focus on enhancing children’s math self-efficacy beliefs, while adopting a parenting style characterized by emotional warmth and low levels of rejection.

Analisis Tingkat Mathematics Anxiety dan Tingkat Self-Efficacy terhadap Prestasi Belajar Matematika Siswa SMP

“…Dengan demikian dapat disimpulkan bahwa tingkat mathematics anxiety berpengaruh negatif dan signifikan terhadap prestasi belajar matematika siswa. Hal ini sejalan dengan penelitian sebelumnya (Amelia & Ulfah, 2022;Wang et al, 2023;Zay & Kurniasih, 2023) yang mengatakan bahwa mathematics anxiety memiliki dampak signifikan pada hasil dan prestasi belajar matematika, serta berpengaruh pada kemampuan matematis siswa. Juga diperkuat dengan hasil penelitian yang mengatakan bahwa setiap peningkatan 1% tingkat kecemasan matematis akan menyebabkan penurunan hasil belajar matematika sebesar 1,80 dan sebaliknya (Juliyanti & Pujiastuti, 2020;Putri, 2018;Tanzila & Nasution, 2022).…”

“…Model dugaan regresi pada koefisien mathematics anxiety bernilai negatif sedangkan koefisien self-efficacy bernilai positif, hal ini berarti secara parsial dapat dikatakan bahwa ketika tingkat mathematics anxiety mengalami peningkatan maka prestasi belajar matematika akan mengalami penurunan begitupun sebaliknya, tetapi untuk koefisien self-efficacy bernilai positif hal ini berarti ketika terjadi peningkatan pada tingkat self-efficacy siswa maka akan ada peningkatan juga pada prestasi belajar matematika mereka, begitupun sebaliknya. Kesimpulan ini juga diperkuat dengan penelitian yang mengatakan bahwa baik secara parsial maupun bersama-sama tingkat math anxiety dan self-efficacy berpengaruh terhadap hasil belajar siswa (Amelia & Ulfah, 2022;Kurniawan & Budiyono, 2021;Ölmez & Ölmez, 2019;Wang et al, 2023;Wu et al, 2012;Zay & Kurniasih, 2023) dan juga saling berhubungan dengan penelitian yang mengatakan bahwa untuk meningkatkan prestasi belajar matematika siswa diperlukan untuk menekan turun tingkat mathematics anxiety siswa dengan mendorong rasa self-efficacy mereka (Wang et al, 2023).…”

“…Hal ini sejalan dengan hasil penelitian yang mengatakan bahwa untuk mengurangi mathematics anxiety pada anak-anak, sangat penting untuk menciptakan lingkungan yang mendorong rasa self-efficacy mereka. Orang tua dan guru dapat menciptakan lingkungan ini dengan memberikan pujian dan dorongan, memberikan kesempatan untuk meraih kesuksesan, dan memperkuat keyakinan diri anak-anak mereka (Wang et al, 2023).…”

Test anxiety, self-efficacy and academic performance among senior three students: Basis for a psychological counseling program

“…and among high school students in Iran (Wang et al, 2023). According to the analysis of test anxiety, self-efficacy and academic performance, the psychological counselling project was planned.…”

The effect of student-perceived teacher support on math anxiety: chain mediation of teacher–student relationship and math self-efficacy

“…According to Bandura’s Social Learning Theory, math self-efficacy is a crucial predictor of future math achievement, and as math anxiety is also considered a result of low math self-efficacy, math self-efficacy is a key predictor of future math anxiety ( Hackett and Betz, 1981 ). Analyses based on PISA data ( Schulz, 2005 ; Lee, 2009 ) have confirmed a significant negative correlation between math self-efficacy and math anxiety, suggesting that higher math self-efficacy correlates with lower math anxiety ( Muris, 2002 ; Macmull and Ashkenazi, 2019 ; Wang et al, 2023 ). The investigation into students’ math self-efficacy and anxiety across 41 countries revealed notable differences between Asian and European countries, with Asian countries generally exhibiting lower math self-efficacy and higher levels of math anxiety ( Lee, 2009 ).…”