Students’ Mathematics Self-Concept, Mathematics Anxiety and Mathematics Self-Regulated Learning during the Covid-19 Pandemic
Open accessAbstract
Online learning during the Covid-19 pandemic requires lecturers to provide a stimulus that can increase student learning independence. However, not all lecturers and students are ready to carry out online learning, as a result, the anxiety factor for students is getting higher. In some studies, it is said that anxiety has a negative correlation with student self-concept. This study aims to find out how the mathematics self-concept (MSC), mathematics anxiety (MA), and mathematics learning independence (MSRL) of students are during the Covid-19 pandemic. This research is quantitative descriptive. The population of this study was active students in the Mathematics and Mathematics Education study program. Data were collected using a cross-sectional survey technique with cluster sampling. The data analysis technique used descriptive statistical analysis, Spearman correlation analysis, and ordinal regression analysis. The results showed that the average student had a positive MSC, MA, and moderate MSRL. Students with negative MSC had a significant tendency to have a high MSRL than students with positive MSC. The increasing probability of students with negative MSC having a high MSRL is 0.5110 times better than students with positive MSC. MSC and MA have an effect of 7.9% on changes in the student's MSRL variable. Thus, during the Covid-19 pandemic mathematics self-concept directly affects changes in student learning independence, but not with math anxiety.
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Most studies revealed moderately high mathematics anxiety during the COVID-19 pandemic and remote learning.
“While most studies revealed moderately high mathematics anxiety during the COVID-19 pandemic and remote learning (Delima & Cahyawati 2021;Ludwig, 2021), on the other hand, Doz and Doz (2023) found that during the pandemic, the distance learning helped high mathematics anxiety students by reducing feelings of anxiousness.”
From COVID-19 Impact on College Algebra (2024) · cites this paper as Delima & Cahyawati 2021
Cites
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 7,305 · cited 3× · see citing works
“Meanwhile, the measurement of mathematics self-regulated learning is based on ten indicators, namely: (1) goal setting and planning; (2) organizing and transforming; (3) keeping records and monitoring; (4) environment structuring; (5) seeking information; (6) rehearsing and memorizing; (7) reviewing records; (8) seeki…”
BackgroundWolters, C. A., & Rosenthal, H. (2000) · International Journal of Educational Research · doi:10.1016/s0883-0355(00)00051-3 · Cited by 326 · cited 1× · see citing works
“Meanwhile, Wolters & Rosenthal (2000) stated that students with high selfefficacy have good self-regulated learning in their daily lives.”
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COVID-19 Impact on College Algebra
Childers, A., & Lu, L. (2024) · Journal of the National Organization for Student Success · doi:10.61617/jnoss.21
- Authors
- Delima, N., & Cahyawati, D.
- Affiliations
- Universitas Subang (ID)
- Sriwijaya University (ID)
- Venue
- Jurnal Pendidikan Matematika
- Publisher
- Indonesian Mathematical Society
- Published
- 2021-06-30
- Volume
- 15
- Issue
- 2
- Pages
- 103-114
- ISSN
- 1978-0044 (ISSN-L)
- 2549-1040
- OpenAlex
- W3197477145
- Cited by
- 34
- References
- 2
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 7 · 2023: 6 · 2022: 15 · 2021: 2
- FWCI
- 6.79
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Jurnal Pendidikan Matematika (publishedVersion, cc-by-nc-sa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- mathematics self-concept, mathematics anxiety, online learning, COVID-19 pandemic, mathematics education students, learner autonomy
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