Abstract
This study investigates the relationship between academic self-efficacy and mathematics anxiety in upper grade students of elementary schools in Sidoarjo. A total of 185 students from two schools participated in this study. The academic self-efficacy and mathematics anxiety scales were employed for data collection. Using saturated sampling analysis, a significant negative correlation coefficient of -0.248 (p < 0.001) was found, indicating a negative association between academic self-efficacy and mathematics learning outcomes. The students exhibited a moderate level of academic self-efficacy (43%) and mathematics anxiety (39%). The implications of these findings contribute to our understanding of the interplay between academic self-efficacy and mathematics anxiety among upper grade students, thereby offering valuable insights for educators, policymakers, and researchers to enhance mathematics education strategies and support mechanisms.
 Highlights:
 
 The study explores the relationship between academic self-efficacy and mathematics anxiety in upper grade elementary students.
 A negative correlation (-0.248) between academic self-efficacy and mathematics learning outcomes is observed.
 The findings suggest the importance of addressing mathematics anxiety and fostering academic self-efficacy to improve mathematics education for upper grade students.
 
 Keywords: Academic self-efficacy, mathematics anxiety, upper grade students, elementary school, Sidoarjo.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
