The Influences of Mathematical Beliefs on Mathematics Anxiety among Pre-Service Elementary School Teachers in East Borneo, Indonesia

Authors

  • Suci Yuniarti Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
  • Mohd. Zaki Ishak Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
  • Vincent Pang Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia

Keywords:

mathematical beliefs, mathematics anxiety, pre-service elementary school teachers

Abstract

The study investigates the influences of mathematical beliefs on mathematics anxiety among pre-service elementary school teachers in East Borneo, Indonesia. The sample of this study is 374 pre-service elementary school teachers from the elementary school teacher education departments in public universities in East Borneo, Indonesia. The data obtained from the questionnaire used in the study are analyzed via SPSS 21.0. The regression analysis results show that there is a significant relationship between the combination of independent variables in the model and the dependent variable. The study suggests that mathematical beliefs can predict mathematics anxiety to a small extent.

Author Biographies

Suci Yuniarti, Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia

 

 

Mohd. Zaki Ishak, Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia

 

 

Vincent Pang, Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia

Universiti Malaysia Sabah

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Published

2019-12-10

How to Cite

Yuniarti, S., Ishak, M. Z., & Pang, V. (2019). The Influences of Mathematical Beliefs on Mathematics Anxiety among Pre-Service Elementary School Teachers in East Borneo, Indonesia. Borneo International Journal of Education (BIJE), 1. Retrieved from https://jurcon.ums.edu.my/ojums/index.php/bije/article/view/1778

Issue

Vol. 1 (2019): Borneo International Journal of Education (BIJE), Volume 1, December 2019

Section

ARTICLES
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