Proceedings of the First International Conference on Technology and Educational Science, ICSTES 2018, November 21-22 2018, Bali, Indonesia

Research Article

Self-efficacy, academic anxiety, and self-regulated learning on mathematics achievement at vocational high school

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  • @INPROCEEDINGS{10.4108/eai.21-11-2018.2282033,
        author={Thamrin Thamrin and Ma’aruf Akbar and Burhanuddin Tola},
        title={Self-efficacy, academic anxiety, and self-regulated learning on mathematics achievement at vocational high school},
        proceedings={Proceedings of the First International Conference on Technology and Educational Science, ICSTES 2018, November 21-22 2018, Bali, Indonesia},
        publisher={EAI},
        proceedings_a={ICTES},
        year={2019},
        month={3},
        keywords={self-efficacy academic anxiety self-regulated learning mathematics achievement},
        doi={10.4108/eai.21-11-2018.2282033}
    }
    
  • Thamrin Thamrin
    Ma’aruf Akbar
    Burhanuddin Tola
    Year: 2019
    Self-efficacy, academic anxiety, and self-regulated learning on mathematics achievement at vocational high school
    ICTES
    EAI
    DOI: 10.4108/eai.21-11-2018.2282033
Thamrin Thamrin1,*, Ma’aruf Akbar1, Burhanuddin Tola1
  • 1: Universitas Negeri Jakarta
*Contact email: thamrinabdkadir@yahoo.com

Abstract

The aim of this research was to know the effect of self-efficacy, academic anxiety, and self-regulated learning towards mathematics achievement at vocational high school in Bogor, West Java Indonesia. The sample of this study was 360 students were determined by using multi-stage area cluster random sampling. The results show that; (1) there was a positive effect of self-efficacy towards mathematicsachievement, (2) there was a negative effect of academic anxiety towards mathematics achievement, (3) there was a positive effect of self-regulated learning towards mathematicsachievement, (4) there was a positive effect self-efficacy towards self-regulated learning, (5) there was a negative effect of academic anxiety towards self-regulated learning, and (6) there was a positive effect of self-efficacy towards academic anxiety. In conclusion, it can be proven that self-efficacy has a positive effect towards mathematics achievement, self-regulated learning, as well as academic anxiety. Furthermore, self-regulated learning has a positive effect towards Mathematic achievement, meanwhile, in contrast, academic anxiety has a negative effect in both learning achievement and self-regulated learning