Factors Predicting the Self-efficacy on Mathematics Anxiety and Motivation in Elementary School Student’s: a Structural Equation Modelling Analysis

Mathematics anxiety (MA) is considered a psychological problem that significantly affects students’ academic achievement and motivation to learn; however, research at the elementary school level in developing countries such as Indonesia remains very limited. This study seeks to analyze and determine key predictive factors related to self-efficacy regarding mathematics anxiety and motivation to learn in elementary school students in Cirebon City, West Java. The conceptual model developed includes eight main constructs: SE In Class, General Math Anxiety, mAMAS, RCMAS, CTAS, Self-Efficacy in Mathematics, Mathematics Anxiety, and lack of motivation.

This research used a cross-sectional survey approach 240 fourth-, fifth-, and sixth-grade students from three elementary schools in Cirebon City: SDN 1 Balerante, SDN 2 Tukmudal, and SDS Darussalam. The data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) through SmartPLS 4  software and 5,000-percentile bootstrapping of subsamples. The validity of the content was confirmed through a five-expert panel assessment (Cohen’s kappa k = 0.85) and internal consistency was indicated by a Cronbach’s alpha coefficient of α = 0.85

The findings of this study show that all seven hypotheses are empirically supported. In-Class Self-Efficacy (β = 0.529) and General Math Anxiety (β = 0.559) are the strongest predictors of Self-Efficacy in Mathematics. CTAS (β = 0.535), mAMAS (β = 0.419), and RCMAS (β = 0.407) exert a significant influence  on Mathematics Anxiety, with test anxiety being the most dominant dimension. Self-Efficacy significantly affects Mathematics Anxiety and acts as a partial mediator, while Mathematics Anxiety has a significant effect on lack of motivation in mathematics (β = 0.234). The model has very substantial explanatory power (R² for Mathematics Anxiety = 0.986; R² for lack of motivation = 1.000).  These findings imply the need to reform approaches to mathematics instruction and assessment in elementary school, to strengthen students’ self-efficacy from an early age, and to systematically implement early-detection programs for math anxiety.