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Declined JEES: Journal of Education and Educational Sciences

The influence of student, family, and school factors on students' mathematics achievement: a hierarchical multiple regression analysis

Mutiara Diansa Putri, Rizkia Amanda Khoerunisa, Fauzi Septia Marxelin, Siska Dwi Pramesthy, Siti Nahla Nahlia Hazar

Mathematics achievement is widely recognized as an important indicator of educational quality and students' academic success. Previous studies have demonstrated that mathematics achievement is influenced by various student, family, and school factors; however, the relative contribution of these factors remains inconsistent across educational contexts. This study aimed to examine the influence of student, family, and school factors on elementary school students' mathematics achievement using hierarchical multiple regression analysis. A quantitative ex post facto design was employed using secondary data from 240 elementary school students representing schools in urban, suburban, medium-sized city, and rural areas. Student factors included early numeracy tasks, liking for mathematics, engaging teaching, confidence in mathematics, sense of school belonging, and bullying experiences. Family factors comprised parental educational level, occupational type, parental perceptions of school performance, and parental attitudes toward mathematics, while school factors included instructional resource shortages, academic emphasis, and school discipline. Data were analyzed using descriptive statistics, assumption testing, and hierarchical multiple regression with IBM SPSS Statistics 26. The findings indicated that the final regression model explained 13.0% of the variance in mathematics achievement (R² = .130; Adjusted R² = .076) and was statistically significant (F(14,225) = 2.408, p = .004). Student liking for mathematics and school resource-related factors emerged as significant predictors, whereas family factors did not contribute significantly after controlling for student and school variables. These findings suggest that improving mathematics achievement requires greater emphasis on enhancing students' engagement with mathematics and strengthening instructional quality and school learning environments rather than relying solely on family characteristics. The study provides empirical evidence supporting the ecological perspective that mathematics achievement is jointly shaped by factors operating at multiple levels of students' learning environments.

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Declined JEES: Journal of Education and Educational Sciences

Exploring key drivers of student satisfaction in mathematics education among elementary school students: evidence from pls-sem

ahmad faisal amri, Daffa Kautsar Hilmi, Salwa Rianti

Students who are happy with their learning environment typically exhibit higher levels of motivation, engagement, and academic success, according to research. However, there are very few studies that focus on the factors that influence elementary-level math students' pleasure, particularly in Indonesia. The purpose of this study is to examine how instructional methodologies, the quality of the teaching staff, the supportive environment, relatedness, competency, and math performance affect students' satisfaction in mathematics classes. To adopt a quantitative approach, a cross-sectional survey methodology was employed. 240 elementary school students from Cirebon Regency, West Java, Indonesia, received survey instruments in addition to classroom observation data. The dataset was subsequently analyzed using Partial Least Squares Structural Equation Modeling (PLSSEM). The findings demonstrated that each of the six suggested variables had a significant and statistically significant effect on students' happiness in math classes. Among these elements, facilitating conditions had the most influence. Teaching methods, teaching staff, competency, mathematical performance, and relatedness followed in relative order of size. These findings demonstrate that both pedagogical strategies and the actual learning environment have a substantial impact on how students see mathematical instruction. This study adds to and enhances the body of literature by providing empirical insights regarding elementary-level mathematics satisfaction in a developing-country setting. Additionally, the results offer practical advice for teachers and administrators who want to improve the caliber of math learning environments.

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Declined JEES: Journal of Education and Educational Sciences

The Role of Self-Regulation as a Mediator and Metacognition as a Moderator in the Relationship Between Self-Efficacy and Mathematics Anxiety: A Conditional Process Analysis Among Elementary School Students

Gina Alya Fadillah, Desty Aulya Miskah, Nabila Ariyanti

: This study aims to examine the relationship between self-efficacy, self-regulation, metacognition, and math anxiety among upper-grade elementary school students, as well as to analyze the mediating role of self-regulation and the moderating role of metacognition in the relationship between self-efficacy and math anxiety, using a conditional process analysis framework. Data were collected from 240 students via questionnaires and analyzed using PROCESS Macro Models 7 and 8. The results indicate that self-efficacy has a positive and significant effect on self-regulation, and that self-regulation significantly mediates the relationship between self-efficacy and math anxiety, with the effect remaining stable across low, moderate, and high levels of metacognition. However, metacognition did not significantly moderate either the self-efficacy–self-regulation pathway or the indirect pathway to math anxiety. These findings indicate that strengthening students’ self-efficacy and self-regulation is sufficient to reduce math anxiety at this developmental stage, regardless of their level of metacognitive ability, and underscore the importance of developing these skills starting in elementary school.

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Under Review MIREJ: Multidisciplinary Innovation Research Journal

The role of motivational climate in predicting emotional intelligence and self-concept among elementary school students

Vinna Shovina, inggri anggraeni setiawati, Xinbi nasywabilla Az-Zahra, Rahmah Nurusoimah, Anistya Rengganis

This study examined the relationship between motivational climate (task-involving and ego-involving climate), emotional intelligence, and self-concept in 280 students in grades 5–6 of public elementary schools in Cirebon City, West Java, using a cross-sectional descriptive-explanatory design and PLS-SEM analysis (SmartPLS 3). The results showed that task-involving climate had a positive and significant effect on ego-involving climate, emotional intelligence, and self-concept, as well as emotional intelligence had a positive and significant effect on self-concept; On the other hand, ego-involving climate had no significant effect on these two variables. In addition to extending the application of Achievement Goal Theory to the general learning context in elementary schools and giving teachers a useful foundation for creating a classroom environment that prioritizes effort and learning processes, these findings confirm task-involving climate as the primary factor influencing students' emotional intelligence and self-concept.

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Declined GENFABET: Generasi Pendidikan Dasar

THE EFFECT OF EMOTIONAL INTELLIGENCE AND PSYCHOLOGICAL WELL-BEING ON ACADEMIC SELF-EFFICACY AND ACADEMIC PERFORMANCE IN ELEMENTARY SCHOOL STUDENTS

ina putri meilani, Tiara Lestari, Safa Salsabila

This study aims to analyze the impact of psychological well-being and emotional intelligence on the academic self-efficacy and academic achievement of elementary school students. A quantitative cross-sectional survey design was employed, involving 240 students in grades 4, 5, and 6 from two public elementary schools in Cirebon, West Java, Indonesia. Data were collected using a four-point Likert scale assessing emotional intelligence, mental well-being, and academic aspects. self-efficacy, and academic performance. Data were analyzed using SmartPLS 4 to evaluate measurement and structural models, complemented by PROCESS Macro Model 8 in SPSS to examine conditional direct and indirect effects. Research findings indicate that psychological well-being contributes positively and significantly to academic self-efficacy and academic performance. Emotional intelligence also has a positive and significant impact on academic self-efficacy performance. Academic Self-efficacy significantly mediates the relationship between psychological well-being and academic aspects. performance. Emotional intelligence moderates a direct link between mental well-being and academic achievement, but does not moderate the association between mental well-being and academic self-efficacy. The moderated mediation effect was not significant. These findings indicate that students' academic achievement is influenced not only by mental well-being but also by academic factors. self-efficacy and emotional intelligence. Therefore, efforts in order to improve academic performance in primary education must include strengthening students' mental health, emotional management, and academic self-confidence.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

The Impact of Motivation, Self-Efficacy, School Climate, and Study Habits on Academic Success of Elementary School Students

Nyai Komalasari Dewi, Siti Syarifa Nadiyya Agustine, Muhamad Saepuloh, Siti Ari Rahmawati

Academic success in elementary school students is shaped by internal psychological factors and the external learning environment. This research investigates the concurrent impact of motivation, self-efficacy, school climate, and study habits on academic success among elementary school students. A quantitative survey design was employed, with data collected from 241 students in grades IV to VI using a Likert-scale questionnaire. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to examine the data. All constructs shown adequate authenticity and dependability based on values of outer loading, Composite Reliability (CR), Average Variance Extracted (AVE), and Cronbach's Alpha. All four variables positively and significantly predicted academic success. Motivation showed The most powerful impact (β = 0.981), then succeeded by self-efficacy (β = 0.497), study habits (β = 0.441), and school climate (β = 0.345). Students with high motivation, strong self-belief, structured study habits, and a positive school environment consistently achieved better academic outcomes. Theoretically, this study advances understanding by integrating psychological and environmental determinants of academic success within a unified structural model. Practically, findings offer evidence-based recommendations for schools, teachers, and parents in creating optimal learning conditions for elementary school students.

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Declined LEOTECH: Journal of Learning Education and Technology

Differences in environmental factors, stem self-efficacy, stem career perception, and stem career interests reviewed by gender and grade level in public elementary school students in cirebon city

Naela Putri, Alma Yuriza, Muhamad amir Faqih, Iqbal abbiyu Ahmad tsabitulazmi

This study aims to describe environmental factors, STEM self-efficacy, STEM career perceptions, and STEM career interests in elementary school students and analyze their differences based on gender and grade level. The study used a comparative quantitative design involving 240 fourth, fifth, and sixth grade students from two public elementary schools in Cirebon City selected through a total sampling technique. Data were collected using a four-point Likert Scale Scale questionnaire consisting of 17 valid items and analyzed using descriptive statistics and Multivariate Analysis of Variance (MANOVA) .The results showed that grade level significantly influenced environmetal factors, STEM self-efficacy, STEM career perceptions, and STEM career interests, with fourth grade students obtaining the highest average scores on all variables. In contrast, gender did not provide a significant multivariate effect, although there were differences in STEM career interests.

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Under Review MIREJ: Multidisciplinary Innovation Research Journal

The Influence of Intelligence Quotient and Study Habits on the Academic Achievement of Elementary School Students

Muhamad Ali Nurdin, Dimas Yanuar, Rio Andriana, Betari Indira Maharani

Students' academic achievement is influenced by various internal factors, including IQ and study habits. This study aims to analyze the influence of IQ and study habits simultaneously on students' academic achievement.This research method uses a quantitative approach with an explanatory survey design with 240 students as a sample. The results of this study were IQ (β = 0.485; p < 0.001) and study habits (β = 0.151; p = 0.008) had a significant effect. Contributed 24.7% (R² = 0.247; F = 38,901; p < 0.001). In this case, IQ variables are the dominant predictors compared to study habits. These findings imply that the development of structured learning habits needs to be integrated into basic education programs.

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Declined LEOTECH: Journal of Learning Education and Technology

The effect of instructional media on elementary

erlyawan EL, fiqih fiqih, khaerunnisa khaerunnisa, Fidyah Suci Yulyany suci, Ahmad haikal haikal

In this study, 240 students from elementary school in Cirebon were using interactive video-based learning media. The study examined The contribution of the PLS-SEM approach on students' self-learning abilities Hasil penelitian menunjukkan bahwa kualitas informasi, interaksi, kepuasan pengguna, dan niat menggunakan media pembelajaran berpengaruh positif terhadap kemampuan belajar mandiri siswa. Selain itu, hasil penelitian menunjukkan bahwa bahan pembelajaran interaktif video dapat meningkatkan keterlibatan siswa dan membantu mereka belajar secara mandiri. Oleh karena itu, bahan pembelajaran berkualitas tinggi harus terus dikembangkan untuk mendukung keberhasilan belajar mandiri.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

Self regulated learning

Shofwa Muftia, Zahra sifaulzanah, Silfi Nurassyifa, Wiwin Lidiaputri

Self-Regulated Learning (SRL) is a crucial skill that allows students to actively control their learning processes through preparation, observation, motivation and cognitive control, and reflection on learning results. The purpose of this study was to create a self-regulated learning questionnaire for elementary school pupils and assess its psychometric qualities. Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting were the five dimensions represented by the instrument's twenty-two items. The study involved 240 students in Grades 3 through 6Confirmatory Factor Analysis (CFA) based on the Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used to evaluate the data using SmartPLS 3 software. Convergent validity, discriminant validity, and internal consistency reliability tests were used to evaluate the measurement model. Cronbach's Alpha = 0.799, rho_A = 0.808, and Composite Reliability = 0.836 indicated that the overall SRL construct had excellent reliability. ButCronbach's Alpha ratings for a number of dimensions ranged from 0.248 to 0.495, indicating poor internal consistency. Additionally, insufficient convergent validity was indicated by the SRL construct's Average Variance Extracted (AVE) value of 0.192, which fell short of the suggested threshold of 0.50. Several Heterotrait-Monotrait Ratio (HTMT) values above the suggested criteria of 0.85, indicating conceptual overlap among some dimensions, according to the discriminant validity assessment. Notwithstanding these drawbacks, the tool showed respectable reliability at the higher-order construct level and offers initial proof for assessing primary school pupils' self-regulated learning. It is advised that future studies improve the psychometric quality of the measurement model by reevaluating it and refining a number of indicators.

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Under Review JEES: Journal of Education and Educational Sciences

Interpersonal Relationships and Academic Performance: Discriminant Analysis and ANOVA of Elementary School Students

Fitriyah Nurunnisa, Naila Amania Fitriani, Sri Rahayu, M. Ridho Akbar

Although academic achievement and interpersonal relationships are recognised as related components in basic education, there is insufficient evidence to substantiate this association among young Indonesian students. The goal of this study is to look into how different levels of academic achievement in Indonesian elementary school students are influenced by interpersonal relationships, especially those involving teachers, peers, and parents. For this investigation, 240 participants were categorised based on their academic performance levels using a quantitative research approach. A 21-item Likert scale (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = highly desagree) that was modified from (Collie, 2016) and (Chen, 2006) was used to collect data in order to evaluate the strength of relationships with parents, teachers, and peers. IBM SPSS 29.0 was used for discriminant analysis and ANOVA, and Smart PLS 4 was used for model fit analysis. Average report card grades, which were divided into accomplishment levels (sufficient, score < 80, n = 89), (notable, score 80-84.9, n = 83), and (outstanding, score ≥ 85, n = 68), were used to assess academic performance. A validated Likert scale was used to gather data in order to evaluate the strength of relationships with parents, teachers, and classmates. Although academic achievement and interpersonal relationships are acknowledged as related components in elementary education, there is little empirical data connecting these components among young Indonesian students. This study aims to investigate the impact of interpersonal relationships, particularly those with parents, instructors, and classmates.

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Declined JEES: Journal of Education and Educational Sciences

The relationship between the nature of mathematics, attitudes toward mathematics, mathematical literacy, and computational thinking: a pls-sem analysis

Desi Wulandari, Septi Reva Ramadhani, Novi Diyananingsih, Neneng Saripah

This study aims to assess the relationship between various aspects of mathematics—including mathematical properties, attitudes toward mathematics, mathematical literacy, and computational thinking—among elementary school students. The methodology employed in this study uses a quantitative approach with the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. In this study, a sample of 240 fifth-grade elementary school students from four different schools was selected. Data were collected through tests and questionnaires designed to assess students’ computational thinking skills, mathematical literacy, and their views and attitudes toward mathematics. The results of the study indicate that mathematical nature has a positive and significant effect on attitudes toward mathematics, which in turn impacts mathematical literacy and low-level computational thinking skills. Low-level computational thinking skills also have a strong influence on high-level computational thinking skills. Mediation analysis shows that attitudes toward mathematics, mathematical literacy, and low-level computational thinking skills act as significant mediators. These findings underscore the importance of students’ attitudes and beliefs toward mathematics in enhancing literacy and computational thinking; therefore, learning should be designed in a contextual and meaningful way to support higher-order thinking skills.

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