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

doi:10.56741/IISTR.ijlree.001670

Authors

Lintang Analisa Ekasari
lintanganalisa.2024@student.uny.ac.id
Universitas Negeri Yogyakarta
Fery Muhamad Firdaus Universitas Negeri Yogyakarta https://orcid.org/0000-0001-5116-8354
Anwar Senen Universitas Negeri Yogyakarta https://orcid.org/0000-0003-3590-0132

DOI:

https://doi.org/10.56741/IISTR.ijlree.001670

Keywords:

Self-Efficacy, Math Anxiety, Basic Math Skills, Prospective Elementary School Teachers

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.

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Author Biographies

Lintang Analisa Ekasari, Universitas Negeri Yogyakarta

is a Master's student in Elementary Education at Universitas Negeri Yogyakarta. Her interests focus on mathematics education research, developing the competencies of prospective elementary school teachers, and studying psychological factors in learning, including self-efficacy and math anxiety. Currently, she is actively involved in academic and research activities within her study program, as well as contributing to the development of learning innovations at the elementary education level. (email: lintanganalisa.2024@student.uny.ac.id).

Fery Muhamad Firdaus, Universitas Negeri Yogyakarta

is a senior lecturer and educational scientist who currently serves as Head of the Department of Primary School Teacher Education at Universitas Negeri Yogyakarta. His areas of expertise include elementary education, mathematics pedagogy, and teacher professional development. He is actively engaged in research, scientific publications, and various curriculum development and teacher training programs at the national level. In addition to his academic duties, he also plays a role in cross-institutional research collaborations and the development of learning innovations in the field of elementary education. (email: fery.firdaus@uny.ac.id).

Anwar Senen, Universitas Negeri Yogyakarta

is a dedicated lecturer at Universitas Negeri Yogyakarta and an educational practitioner with expertise in primary education and learning innovation. His academic interests include elementary pedagogy, curriculum design, and the development of instructional media to support student engagement and conceptual understanding. In addition to his teaching responsibilities, he contributes to cross-sector collaborations and initiatives focused on strengthening the quality of learning in elementary schools, particularly through evidence-based instructional approaches and technology-enhanced learning. (email: senen@uny.ac.id).

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