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

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.