The impact of undergraduate students’ mathematics anxiety and self-concept on their self-regulated learning and academic achievement

Dian Cahyawati, Nita Delima, Muji Gunarto


Several types of research showed math anxiety as the learning outcome, but another showed that as the predictor variable. Math anxiety was predicted based on other variables, such as self-regulated learning and self-concept. Self-regulated learning is associated with academic achievement. This study aimed to obtain valid and significant indicators of each latent variable and to develop the structural model of those latent variables on students’ academic achievement. The research used an interval scale questionnaire to measure all latent variables except academic achievement. The PLS-SEM was applied by SmartPLS software. The structural model showed that math anxiety directly affected academic achievement but indirectly affected self-regulated learning, which is self-concept as the mediating variable. For students with low math anxiety, their self-regulated learning tends to be high by controlling their self-concept in math.


academic achievement; latent variables; mathematics anxiety; self-concept; self-regulated learning; PLS-SEM

Full Text:




Ahmed, W., Minnaert, A., Kuyper, H., & Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385–389.

Dehsheykh, M. N., Hafezi, F., & Bozorgi, Z. D. (2021). Relationship of students’ math anxiety with their optimism and perceived classroom structure. Mathematics Attitudes, 4(15), 69–76.

Delima, N., & Cahyawati, D. (2021). Students’ mathematics self-concept, mathematics anxiety and mathematics self-regulated learning during the COVID-19 pandemic. Jurnal Pendidikan Matematika, 15(2), 103–114.

Gabriel, F., Buckley, S., & Barthakur, A. (2020). The impact of mathematics anxiety on self-regulated learning and mathematical literacy. Australian Journal of Education, 64(3), 227–242.

Ghozali, I., & Kusumadewi, K. A. (2016). Model persamaan struktural PLS-PM GSCA RGCCA [PLS-PM structural equation model GSCA RGCCA]. Yoga Pratama.

Gunarto, M. (2018). Analisis statistika dengan model persamaan struktural (SEM): Teoritis & praktis [Statistical analysis with structural equation models (SEM): Theoretical & practical]. Alfabeta.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. Prentice-Hall International, Inc.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. Pearson.

Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM. SAGE Publications, Inc.

Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34(3), 240–249.

Kesici, Ş., Balo, M., & Deniz, M. E. (2011). Self-regulated learning strategies in relation with statistics anxiety. Learning and Individual Differences, 21, 472–477.

Labuhn, A. S., Zimmerman, B. J., & Hasselhorn, M. (2010). Enhancing students’ self-regulation and mathematics performance: The influence of feedback and self-evaluative standards. Metacognitive Learning, 5, 173–194.

Lavasani, M. G., Hejazi, E., & Varzaneh, J. Y. (2011). The predicting model of math anxiety: The role of classroom goal structure, self-regulation and math self-efficacy. Procedia - Social and Behavioral Sciences, 15, 557–562.

Mustofa, E. Z., & Wijaya, T. (2016). Panduan teknik statistik SEM & PLS dengan SPSS AMOS [Guide to SEM & PLS statistical techniques with SPSS AMOS]. Cahaya Atma Pustaka.

Ringle, C. M., Wende, S., & Becker, J. M. (2015). SmartPLS 3. SmartPLS GmbH, Boenningstedt.

Sadi, Ö., & Uyar, M. (2013). The relationship between cognitive self-regulated learning strategies and biology achievement: A path model. Procedia - Social and Behavioral Sciences, 93, 847–852.

Villavicencio, F. T., & Bernardo, A. B. I. (2016). Beyond math anxiety: Positive emotions predict mathematics achievement, self-regulation, and self-efficacy. Asia-Pacific Education Researcher, 25(3), 415–422.



  • There are currently no refbacks.

Copyright (c) 2023 Dian Cahyawati; Nita Delima; Muji Gunarto

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 Creative Commons License
Jurnal Elemen is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats