View in EDS

Anxiety, psychology and learning motivation in elementary school science learning: A correlational study.

Saved in:
Bibliographic Details
Title: Anxiety, psychology and learning motivation in elementary school science learning: A correlational study.
Authors: Syofyan, Harlinda1 soflynda@esaunggul.ac.id, Fadli, Muhammad Rijal rijal.fadli@esaunggul.ac.id, Lestari, Mas Roro Diah Wahyu2 masrorodiah@umj.ac.id, Pappachan, Princy3 princypappachan.p@gmail.com
Source: International Journal of Education & Practice (2311-6897). 2025, Vol. 13 Issue 2, p536-551. 16p.
Subject Terms: *School children, *Psychology of learning, *Motivation (Psychology), Psychological factors, Structural equation modeling
Abstract: This study examines the relationship between anxiety, psychological factors and the motivation to learn science among elementary school students. The research employs a quantitative approach with a correlational design. Purposive sampling was used to select the sample which consisted of 438 elementary school students from Jakarta, Indonesia. Data were gathered through a questionnaire focused on the variables of interest. The data analysis was conducted using Structural Equation Modeling (SEM) with the SMART-PLS 3.0 software. The findings reveal a significant value of 0.000 (p < 0.05) indicating a positive and significant relationship between anxiety, psychological conditions, and students' motivation to learn science. Anxiety and psychological factors are critical elements influencing students' motivation to learn. Teachers can better monitor students' learning progress by identifying and addressing these three factors. Properly managed anxiety and favorable psychological conditions can lead to enhanced motivation and support from teachers in fostering a conducive environment. Understanding students' psychological needs plays a crucial role in helping students achieve better academic outcomes in science. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Education & Practice (2311-6897) is the property of Conscientia Beam and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 186816253
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Anxiety, psychology and learning motivation in elementary school science learning: A correlational study.
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Syofyan%2C+Harlinda%22&quot;&gt;Syofyan, Harlinda&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt;&lt;i&gt; soflynda@esaunggul.ac.id&lt;/i&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Fadli%2C+Muhammad+Rijal%22&quot;&gt;Fadli, Muhammad Rijal&lt;/searchLink&gt;&lt;i&gt; rijal.fadli@esaunggul.ac.id&lt;/i&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Lestari%2C+Mas+Roro+Diah+Wahyu%22&quot;&gt;Lestari, Mas Roro Diah Wahyu&lt;/searchLink&gt;&lt;relatesTo&gt;2&lt;/relatesTo&gt;&lt;i&gt; masrorodiah@umj.ac.id&lt;/i&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Pappachan%2C+Princy%22&quot;&gt;Pappachan, Princy&lt;/searchLink&gt;&lt;relatesTo&gt;3&lt;/relatesTo&gt;&lt;i&gt; princypappachan.p@gmail.com&lt;/i&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22International+Journal+of+Education+%26+Practice+%282311-6897%29%22&quot;&gt;International Journal of Education &amp; Practice (2311-6897)&lt;/searchLink&gt;. 2025, Vol. 13 Issue 2, p536-551. 16p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22School+children%22&quot;&gt;School children&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Psychology+of+learning%22&quot;&gt;Psychology of learning&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Motivation+%28Psychology%29%22&quot;&gt;Motivation (Psychology)&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Psychological+factors%22&quot;&gt;Psychological factors&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Structural+equation+modeling%22&quot;&gt;Structural equation modeling&lt;/searchLink&gt;
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the relationship between anxiety, psychological factors and the motivation to learn science among elementary school students. The research employs a quantitative approach with a correlational design. Purposive sampling was used to select the sample which consisted of 438 elementary school students from Jakarta, Indonesia. Data were gathered through a questionnaire focused on the variables of interest. The data analysis was conducted using Structural Equation Modeling (SEM) with the SMART-PLS 3.0 software. The findings reveal a significant value of 0.000 (p &lt; 0.05) indicating a positive and significant relationship between anxiety, psychological conditions, and students&#39; motivation to learn science. Anxiety and psychological factors are critical elements influencing students&#39; motivation to learn. Teachers can better monitor students&#39; learning progress by identifying and addressing these three factors. Properly managed anxiety and favorable psychological conditions can lead to enhanced motivation and support from teachers in fostering a conducive environment. Understanding students&#39; psychological needs plays a crucial role in helping students achieve better academic outcomes in science. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: &lt;i&gt;Copyright of International Journal of Education &amp; Practice (2311-6897) is the property of Conscientia Beam and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186816253
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.18488/61.v13i2.4071
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 536
    Subjects:
      – SubjectFull: School children
        Type: general
      – SubjectFull: Psychology of learning
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Psychological factors
        Type: general
      – SubjectFull: Structural equation modeling
        Type: general
    Titles:
      – TitleFull: Anxiety, psychology and learning motivation in elementary school science learning: A correlational study.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Syofyan, Harlinda
      – PersonEntity:
          Name:
            NameFull: Fadli, Muhammad Rijal
      – PersonEntity:
          Name:
            NameFull: Lestari, Mas Roro Diah Wahyu
      – PersonEntity:
          Name:
            NameFull: Pappachan, Princy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: 2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 23116897
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal of Education & Practice (2311-6897)
              Type: main
ResultId 1