How does self-regulated learning affect students’ mathematics anxiety?
Lidra Ety Syahfitri Harahap 1 2 * , Sri Andayani 1 , Deflimai Ekwan 2
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1 Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, INDONESIA2 State Senior High School 1 Mapat Tunggul, West Sumatra, INDONESIA* Corresponding Author

Abstract

Math anxiety can significantly impair student learning outcomes. This is often due to a lack of self-regulated learning (SRL), leading to a reliance on external guidance. This systematic literature review aimed to increase existing knowledge on the role of SRL in reducing students’ mathematics anxiety and to assess its impact on improving learning outcomes. Using the PRISMA procedure, 28 studies were selected to explore the relationship between SRL and math anxiety. Findings showed that higher levels of SRL were associated with reduced math anxiety, while lower levels were associated with increased math anxiety. This study confirms the importance of educators implementing strategies that promote SRL to decrease math anxiety and improve student performance.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

PEDAGOGICAL RES, Volume 10, Issue 1, January 2025, Article No: em0230

https://doi.org/10.29333/pr/15648

Publication date: 01 Jan 2025

Online publication date: 26 Nov 2024

Article Views: 114

Article Downloads: 102

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