A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

Wijaya, Tommy Tanu; Rahmadi, Imam Fitri; Chotimah, Siti; Jailani, Jailani; Wutsqa, Dhoriva Urwatul

doi:10.3390/ijerph192316247

Cited by 11 publications

(7 citation statements)

References 87 publications

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“…Fourth, this study did not measure causality but only correlational relationships. Finally, teacher-parent support has been investigated in student learning and stress settings (Moin et al, 2022;Wijaya et al, 2022;Aqeel et al, 2022a,b), therefore, this study suggested that future researcher may look at the possible influences of teacher-parent support on critical thinking.…”

Section: Limitationsmentioning

confidence: 85%

How does self-efficacy, learner personality, and learner anxiety affect critical thinking of students

Fu,

Ding,

Nie

et al. 2023

Front. Psychol.

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The goal of critical thinking for students is to help them learn how to think critically and systematically so they can solve problems and make informed decisions. It aids students in developing their capacity for independent thought, allowing them to generate their own conclusions and base those decisions on facts and evidence. Therefore, one of the key goals of this study was to explore the factors affecting critical thinking of English as foreign language (EFL) learners. This article used social cognitive theory (SCT) to investigate how personal and cognitive factors affect EFL learners’ critical thinking. Data from 305 Chinese EFL learners were collected online, and structural equation modeling (SEM) was used to evaluate the data. The results showed that metacognitive learning strategies (MLS) were positively related to critical thinking and that self-efficacy, self-oriented learning perfectionism, and learner anxiety were significantly related to MLS. Moreover, MLS mediated the link between self-efficacy, self-oriented learning perfectionism, learner anxiety, and critical thinking. The findings further indicated that learner proactivity moderated the association between MLS and critical thinking. By applying social cognitive theory to examine the variables influencing EFL learners’ critical thinking, this study adds uniqueness. It does this by emphasizing the moderating influence of learner proactivity and the mediating function of metacognitive learning strategies. The findings of the research have significant ramifications for educators since they emphasize how vital it is to support metacognitive strategies for learning in order to improve EFL learners’ critical thinking abilities. Additionally, to create an atmosphere that is favorable for the development of critical thinking skills in EFL education, policymakers should think about implementing support systems and interventions that focus on learner anxiety, learner proactivity, and self-efficacy.

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Section: Limitationsmentioning

confidence: 85%

How does self-efficacy, learner personality, and learner anxiety affect critical thinking of students

Fu,

Ding,

Nie

et al. 2023

Front. Psychol.

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“…However, at the same time, it has been demonstrated that excessive learning time usually has a negative effect on students’ psycho-emotional feelings, such as their self-efficacy [ 28 ]. Additionally, some studies suggest that subjective attitudes and well-being have an influence on students’ academic performance [ 29 , 30 ]. Therefore, in exploring the mechanism of the effect of learning time on academic achievement, this research selected students’ psycho-emotional factors as mediating variables, and two variables, including attitude toward school (learning activities) and subjective well-being (sense of belonging to school), were measures as the mediating variables.…”

Section: Methodsmentioning

confidence: 99%

How Learning Time Allocation Make Sense on Secondary School Students’ Academic Performance: A Chinese Evidence Based on PISA 2018

Liu

Wei

Xiu

et al. 2023

Behavioral Sciences

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It is well known that the proper allocation of learning time is particularly important for promoting students’ academic performance. Based on the data from PISA 2018, this research used the method of threshold regression and quantile regression to explore the optimal length of learning time to promote the students’ academic performance. At the same time, this research also explored the heterogeneity of the effect of learning time on different academic levels of students. The results show that for four Chinese provinces and cities, including Beijing, Shanghai, Jiangsu province and Zhejiang province, students who study in rural areas and private schools usually have longer learning time than students in cities and public schools. Moreover, it is suggested that there is no significant association between school quality and students’ learning time. The average learning time of students from the four Chinese cities and provinces is obviously longer than that in OECD countries. Moreover, it is found that the impact of learning time on academic performance across subjects is inverted U-shaped, and the optimal study time can be found in the learning of mathematics, science, and reading related subjects. As for the effect of learning time, the results showed that learning time commitment is more effective for students who are academically disadvantaged. At the same time, this study found that there is a relationship between students’ excessive learning time and students’ subjective well-being and attitudes toward learning activities. The non-cognitive factors can influence students’ academic performance gradually. According to the results of this research, it is suggested that students need to balance their learning time allocation against the appropriate learning time standards. Moreover, schools should adopt different learning time allocation schemes for students at different academic achievement levels. The teachers also should uphold a more scientific design of students’ after-school homework, and teachers and parents should also focus on improving students’ learning efficiency.

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“…In this regard, some other contemporary researches Maamin et al (2022), Rozgonjuk et al (2020), andZakariya et al (2020) confirmed that there was a positive relationship between learners' attitudes and success toward mathematics. Also, teachers who adopted creative pedagogy such as differentiated learning helped students to exhibit positive attitudes and achieve high success in mathematics (Asempapa, 2022;Wijaya et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Factors that Contribute to Junior High School Female Students’ Negative Attitudes toward the Study of Mathematics in the Fanteakwa District, Ghana

2023

FeD

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Students negative emotions, beliefs, and behaviours toward the study of mathematics have tremendously contributed to their poor performance in the subject and it is caused by factors emanating from home, socio-cultural background, school, students and teachers. The aim of this study was to examine factors promoting the negative attitudes of female students toward the study of Mathematics in five selected Junior High Schools within the Fanteakwa District of Ghana. The researchers, therefore, used the sequential explanatory mixed method in order to generate the data from 125 respondents comprising of 120 female students and 5 mathematics teachers using a questionnaire, a semi-structured interview, and a focused group discussion. The result showed that female learners in the district exhibited negative attitudes toward mathematics as a subject; they developed fear and hatred for the subject, lacked self-confidence. The causative factors of these attitudes included sociocultural backgrounds; the lack of female role models, early marriage, and gender stereotypes. Home factors were the lack of parental support, illiterate parents, overburden household chores and poverty. Teacher factors included not creating the enabling environment for teaching and learning, the lack of teaching learning resources during lesson. The lack of reward pages for teachers and students, in-conducive environments were factors relating to school environment. The study concluded that students in the district had negative attitudes toward learning of mathematics; they considered the subject to be difficult and developed hatred for it. These were attributed to factors relating to home, socio-cultural, school, students and mathematics teachers. The study implied that the government of Ghana and policy makers should develop gender-friendly curriculum, sensitise parents to support their children’s education, train teachers to handle the subject well. The researchers, therefore, suggest that further studies on the topic should be undertaking using a larger sample or the study can be repeated in other districts and or the entire country so that a more holistic picture can be generated.

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A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

Cited by 11 publications

References 87 publications

How does self-efficacy, learner personality, and learner anxiety affect critical thinking of students

How does self-efficacy, learner personality, and learner anxiety affect critical thinking of students

How Learning Time Allocation Make Sense on Secondary School Students’ Academic Performance: A Chinese Evidence Based on PISA 2018

Factors that Contribute to Junior High School Female Students’ Negative Attitudes toward the Study of Mathematics in the Fanteakwa District, Ghana

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