Analysis of Factors Influencing Mathematics Anxiety Levels Among Elementary School Students: An Ordinal Logistic Regression Analysis
Analisis Regresi Logistik Ordinal
Abstract
Mathematics anxiety poses a pervasive psychological barrier among elementary school students, however, empirical studies that simultaneously map its internal and external determinants at this foundational education level remain limited. This study aims to analyze the effects of mathematics self-efficacy, mathematics learning motivation, parental support, and teacher teaching style on mathematics anxiety levels among elementary school students. A quantitative descriptive design was employed, involving 100 upper grade elementary school students in Cirebon Regency, selected via purposive sampling. Data were collected using a closed-ended 5 point Likert scale questionnaire, validated and tested for reliability, and subsequently analyzed using multicollinearity diagnostics, the Test of Parallel Lines, and ordinal logistic regression. Model fitting tests demonstrated a statistically significant overall effect ( with a Nagelkerke 0.206. Partial hypothesis testing revealed that mathematics self-efficacy had a significant negative effect whereas mathematics learning motivation exhibited a significant positive effect ( ); parental support and teacher teaching style showed no significant effects. These findings indicate that fostering mathematics self-efficacy from an early age is vital for mitigating anxiety, while high learning motivation must be balanced with effective expectation management to prevent it from exacerbating psychological distress.
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