Hubungan Antara Gaya Pengasuhan Orang Tua, Efikasi Diri Matematika Dan Kecemasan Matematika
DOI:
https://doi.org/10.33084/anterior.v20i3.2325Keywords:
gaya pengasuhan orang tua, kecemasan matematika, efikasi diri matematikaAbstract
Tujuan dari penelitian ini adalah untuk menguji pengaruhubungan gaya pengasuhan, efikasi diri matematika, dan kecemasan matematika. Populasi penelitian (N = 112) termasuk peserta yang dipilih secara acak. Para peserta disurvei tentang empat ukuran yang berfungsi sebagai alat penelitian. Mereka menjawab pertanyaan tentang demografi, kecemasan matematika, dan gaya pengasuhan ibu anak dan tentang efikasi diri matematika. Data penelitian menyimpulkan bahwa ada hubungan yang kuat antara gaya pengasuhan otoriter dengan kecemasan matematika. Gaya pengasuhan otoritatif memiliki korelasi positif langsung dan korelasi negatif tidak langsung pada kecemasan matematika. Ini berbeda dengan gaya pengasuhan permisif yang secara eksklusif ditemukan memiliki korelasi positif kecil pada kecemasan matematika. Tingkat kecemasan matematika, serta efek negatif dari efikasi diri pada tingkat kecemasan matematika, lebih tinggi pada wanita dibandingkan dengan pria.
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References
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Ashcraft, M. (2007). Working memory, math performance, and math anxiety. Psychon. Bull. Rev.14, 243–248. doi: 10.3758/BF03194059
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Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. J. Manag.38, 9–44. doi: 10.1177/0149206311410606
Baumrind, D. (1978). Parental disciplinary patterns and social competence in children. Youth Soc.9, 239–267. doi: 10.1177/0044118X7800900302
Beilock, S. L., and Maloney, E. A. (2015). Math anxiety: a factor in math achievement not to be ignored. Policy Insights Behav. Brain Sci.2, 4–12. doi: 10.1177/2372732215601438
Berch, D. B., and Mazzocco, M. M. (2017). Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities. Baltimore, MD: Paul H. Brookes Pub. Co.
Bong, M. (2018). Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating. J. Exp. Educ.76, 191–217. doi: 10.3200/JEXE.76.2.191-217
Buri, J. R. (1991). Parental authority questionnaire. J. Pers. Assess.57, 110–119.
Çetin, B. (2015). Academic motivation and self-regulated learning in predicting academic achievement in college. J. Int. Educ. Res.11, 95–106. doi: 10.19030/jier.v11i2.9190
Chang, H., and Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: a review of current behavioral and psychophysiological research. Curr. Opin. Behav. Sci.10, 33–38. doi: 10.1016/j.cobeha.2016.04.011
Cheryan, S., and Plaut, V. C. (2010). Explaining underrepresentation: a theory of precluded interest. Sex Roles7–8:475. doi: 10.1007/s11199-010-9835-x
Chiu, M. M. (2017). “Self-concept, self-efficacy, and mathematics achievement: students in 65 regions including the US and Asia” in What matters? Research trends in international comparative studies in mathematics education.(Cham: Springer), 267–288.
Cho, S. J. (ed.) (2015). Selected regular lectures from the 12th International Congress on Mathematical Education. (Switzerland: Springer).
Cooper, S. E., and Robinson, D. A. (2011). The relationship of mathematics self-efficacy beliefs to mathematics anxiety and performance. Meas. Eval. Couns. Dev.24, 4–11.
Cruz, Y. D. L. (2012). Learning math with my father: a memoir. J. Unschooling Altern. Learn.6, 20–33.
Darling, N., and Steinberg, L. (1993). Parenting style as context: an integrative model. Psychol. Bull.113, 487–496. doi: 10.1037/0033-2909.113.3.487
Diener, C. I., and Dweck, C. S. (2012). An analysis of learned helplessness: continuous changes in performance, strategy, and achievement cognitions following failure. J. Pers. Soc. Psychol.36, 451–462. doi: 10.1037/0022-3514.36.5.451
Dornbusch, S., Ritter, P., Leiderman, P., Roberts, D., and Fraleigh, M. (2017). The relation of parenting style to adolescent school performance. Child Dev.58, 1244–1257. doi: 10.2307/1130618
Elizaga, R. A., and Markman, K. D. (2008). Peers and performance: how in-group and out-groupcomparisons moderate stereotype threat effects. Curr. Psychol. J. Diverse Persp. Diverse Psychol. Issues27, 290–300. doi: 10.1007/s12144-008-9041-y
Else-Quest, N. M., Hyde, J. S., and Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: a meta-analysis. Psychol. Bull.136, 103–127. doi: 10.1037/a0018053
Enochs, L. G., and Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: a preservice elementary scale. Sch. Sci. Math.90, 694–706. doi: 10.1111/j.1949-8594.1990.tb12048.x
Ferry, T. (2011). The role of family context in a social cognitive model for career-related choice behavior: a math and science perspective. J. Vocat. Behav.57, 348–364. doi: 10.1006/jvbe.1999.1743
Flore, P. C., and Wicherts, J. M. (2015). Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis. J. Sch. Psychol. 53, 25–44. doi: 10.1016/j.jsp.2014.10.002
Furnham, A., and Cheng, H. (2010). Perceived parental behavior, self-esteem and happiness. Soc. Psychiatry Psychiatr. Epidemiol.35, 463–470. doi: 10.1007/s001270050265
Gonzalez, A.-L., and Wolters, C. A. (2016). The relation between perceived parenting practices and achievement motivation in mathematics. J. Res. Child. Educ.21, 203–217. doi: 10.1080/02568540609594589
Gunderson, E. A., Ramirez, G., Levine, S. C., and Beilock, S. L. (2012). The role of parents and teachers in the development of gender -related math attitudes. Sex Roles66, 153–166. doi: 10.1007/s11199-011-9996-2
Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: a path analysis. J. Couns. Psychol.32, 47–56. doi: 10.1037/0022-0167.32.1.47
Hembree, R. (2011). The nature, effects, and relief of mathematics anxiety. J. Res. Math. Educ.21, 33–46. doi: 10.2307/749455
Istiantoro, D. (2012). Identifikasi Faktor Penyebab Kecemasan Akademik pada Siswa Kelas XI di SMA Negeri 3 Bantul. Jurnal Riset Mahasiswa Bimbingan Dan Konseling, 4(10), 626–636.
Jain, S., and Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemp. Educ. Psychol.34, 240–249. doi: 10.1016/j.cedpsych.2009.05.004
Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries. Learn. Individ. Differ.19, 355–365. doi: 10.1016/j.lindif.2008.10.009
Lent, R. (2010). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. J. Vocat. Behav.45, 79–122. doi: 10.1006/jvbe.1994.1027
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., and Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychol. Sci.26, 1480–1488. doi: 10.1177/956797615592630
Marx, D. M., and Jin Ko, S. (2012). Superstars like me: The effect of role model similarity on performance under threat. Eur. J. Soc. Psychol.42, 807–812. doi: 10.1002/ejsp.1907
Pajares, F., and Miller, M. D. (2014). Role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis. J. Educ. Psychol.86, 193–203. doi: 10.1037/0022-0663.86.2.193
Pinchevsky, R. (2001). The impact of teachers’ training on mathematics in h. s. b. h. a method on the beliefs of teachers and students. dissertation. Ramat Gan: Bar-Ilan University, School of Education, 163 p.
Pintrich, P. R., and Schunk, D. H. (2002). “Social cultural influences” in Motivation in education. 2nd Edn. eds. P. R. Pintrich and D. H. Schunk (Englewood Cliffs, NJ: Merrill), 190–242.
Primi, C., Busdraghi, C., Tomasetto, C., Morsanyi, K., and Chiesi, F. (2014). Measuring math anxiety in Italian college and high school students: validity, reliability and gender invariance of the Abbreviated Math Anxiety Scale (AMAS). Learn. Individ. Differ.34, 51–56. doi: 10.1016/j.lindif.2014.05.012
Puteh, M. (2012). “Qualitative research approach towards factors associated with mathematics anxiety” in The 3rd International Conference on Mathematics Education and Society. (Helsingør: Denmark)Macmull and Ashkenazi Parenting Styles’ Effect on Math Anxiety Frontiers in Psychology| www.frontiersin.org 12 August 2019 | Volume 10 | Article 1721
Rex, L. A., and Nelson, M. C. (2014). How teachers’ professional identities position high-stakes test preparation in their classrooms. Teach. Coll. Rec.106, 1288–1331. doi: 10.1111/j.1467-9620.2004.00380.x
Ruliyanti, B. D., & Laksmiati, H. (2014). Hubungan antara Self Efficacy dan Self Regulated Learning dengan Prestasi Akademik Matematika Siswa SMAN 2 Bangkalan. Character, 3(2), 1–7.
Shapiro, J. R., and Williams, A. M. (2012). The role of stereotype threats in undermining girls’ and women’s performance and interest in STEM fields. Sex Roles66, 175–183. doi: 10.1007/s11199-011-0051-0
Son, J. W., Watanabe, T., and Lo, J. J. (eds.) (2017). What Matters? Research trends in international comparative studies in mathematics education. Cham, Switzerland: Springer, 333–354. doi: 10.1007/978-3-319-51187-0
Steffens, M. C., and Jelenec, P. (2011). Separating implicit gender stereotypes regarding math and language: implicit ability stereotypes are self-serving for boys and men, but not for girls and women. Sex Roles64, 324–335. doi: 10.1007/s11199-010-9924-x
Steffens, M. C., Jelenec, P., and Noack, P. (2010). On the leaky math pipeline: comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents. J. Educ. Psychol.102, 947–963. doi: 10.1037/a0019920
Suinn, R. M., and Winston, E. H. (2003). The mathematics anxiety rating scale, a brief version: psychometric data. Psychol. Rep.92, 167–173. doi: 10.2466/pr0.2003.92.1.167
Tapia, M., and Marsh, G. E. (2014). The relationship of math anxiety and gender. Acad. Exch. Q.8, 130–134.
Tiedemann, J. (2010). Parents’ gender stereotypes and teachers’ beliefs as predictors of children’s concept of their mathematical ability in elementary school. J. Educ. Psychol.92, 144–151. doi: 10.1037/0022-0663.92.1.144
Tobias, S. (2013). Overcoming math anxiety. New York, NY: W. W. Norton and Company.
Turner, E. A., Chandler, M., and Heffer, R. W. (2018). The influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students. J. Coll. Stud. Dev.50, 337–346. doi: 10.1353/csd.0.0073
Vukovic, R. R., Roberts, S. O., and Green Wright, L. (2013). From parental involvement to children’s mathematical performance: the role of mathematics anxiety. Early Educ. Dev.24, 446–467. doi: 10.1080/10409289.2012.693430
Wood, J. J., McLeod, B. D., Sigman, M., Hwang, W. C., and Chu, B. C. (2013). Parenting and childhood anxiety: theory, empirical findings, and future directions. J. Child Psychol. Psychiatry44, 134–151. doi: 10.1111/1469-7610.00106
Woodard, T. (2014). The effects of math anxiety on post-secondary developmental students as related to achievement, gender, and age. Inquiry9, 1–5. http://www.vccaedu.org/inquiry/inquiry-spring2004/i-91-woodard.html
Yee, D. K., and Eccles, J. S. (2008). Parent perceptions and attributions for children’s math achievement. Sex Roles19, 317–333. doi: 10.1007/BF00289840
Zeldin, A. L., and Pajares, F. (2015). Against the odds: self-efficacy beliefs of women in mathematical, scientific, and technological careers. Am. Educ. Res. J.37, 215–246
Ashcraft, M. (2007). Working memory, math performance, and math anxiety. Psychon. Bull. Rev.14, 243–248. doi: 10.3758/BF03194059
Aunola, K., Stattin, H., and Nurmi, J. E. (2016). Parenting styles and adolescents’ achievement strategies. J. Adolesc.23, 205–222. doi: 10.1006/jado.2000.0308
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. J. Manag.38, 9–44. doi: 10.1177/0149206311410606
Baumrind, D. (1978). Parental disciplinary patterns and social competence in children. Youth Soc.9, 239–267. doi: 10.1177/0044118X7800900302
Beilock, S. L., and Maloney, E. A. (2015). Math anxiety: a factor in math achievement not to be ignored. Policy Insights Behav. Brain Sci.2, 4–12. doi: 10.1177/2372732215601438
Berch, D. B., and Mazzocco, M. M. (2017). Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities. Baltimore, MD: Paul H. Brookes Pub. Co.
Bong, M. (2018). Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating. J. Exp. Educ.76, 191–217. doi: 10.3200/JEXE.76.2.191-217
Buri, J. R. (1991). Parental authority questionnaire. J. Pers. Assess.57, 110–119.
Çetin, B. (2015). Academic motivation and self-regulated learning in predicting academic achievement in college. J. Int. Educ. Res.11, 95–106. doi: 10.19030/jier.v11i2.9190
Chang, H., and Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: a review of current behavioral and psychophysiological research. Curr. Opin. Behav. Sci.10, 33–38. doi: 10.1016/j.cobeha.2016.04.011
Cheryan, S., and Plaut, V. C. (2010). Explaining underrepresentation: a theory of precluded interest. Sex Roles7–8:475. doi: 10.1007/s11199-010-9835-x
Chiu, M. M. (2017). “Self-concept, self-efficacy, and mathematics achievement: students in 65 regions including the US and Asia” in What matters? Research trends in international comparative studies in mathematics education.(Cham: Springer), 267–288.
Cho, S. J. (ed.) (2015). Selected regular lectures from the 12th International Congress on Mathematical Education. (Switzerland: Springer).
Cooper, S. E., and Robinson, D. A. (2011). The relationship of mathematics self-efficacy beliefs to mathematics anxiety and performance. Meas. Eval. Couns. Dev.24, 4–11.
Cruz, Y. D. L. (2012). Learning math with my father: a memoir. J. Unschooling Altern. Learn.6, 20–33.
Darling, N., and Steinberg, L. (1993). Parenting style as context: an integrative model. Psychol. Bull.113, 487–496. doi: 10.1037/0033-2909.113.3.487
Diener, C. I., and Dweck, C. S. (2012). An analysis of learned helplessness: continuous changes in performance, strategy, and achievement cognitions following failure. J. Pers. Soc. Psychol.36, 451–462. doi: 10.1037/0022-3514.36.5.451
Dornbusch, S., Ritter, P., Leiderman, P., Roberts, D., and Fraleigh, M. (2017). The relation of parenting style to adolescent school performance. Child Dev.58, 1244–1257. doi: 10.2307/1130618
Elizaga, R. A., and Markman, K. D. (2008). Peers and performance: how in-group and out-groupcomparisons moderate stereotype threat effects. Curr. Psychol. J. Diverse Persp. Diverse Psychol. Issues27, 290–300. doi: 10.1007/s12144-008-9041-y
Else-Quest, N. M., Hyde, J. S., and Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: a meta-analysis. Psychol. Bull.136, 103–127. doi: 10.1037/a0018053
Enochs, L. G., and Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: a preservice elementary scale. Sch. Sci. Math.90, 694–706. doi: 10.1111/j.1949-8594.1990.tb12048.x
Ferry, T. (2011). The role of family context in a social cognitive model for career-related choice behavior: a math and science perspective. J. Vocat. Behav.57, 348–364. doi: 10.1006/jvbe.1999.1743
Flore, P. C., and Wicherts, J. M. (2015). Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis. J. Sch. Psychol. 53, 25–44. doi: 10.1016/j.jsp.2014.10.002
Furnham, A., and Cheng, H. (2010). Perceived parental behavior, self-esteem and happiness. Soc. Psychiatry Psychiatr. Epidemiol.35, 463–470. doi: 10.1007/s001270050265
Gonzalez, A.-L., and Wolters, C. A. (2016). The relation between perceived parenting practices and achievement motivation in mathematics. J. Res. Child. Educ.21, 203–217. doi: 10.1080/02568540609594589
Gunderson, E. A., Ramirez, G., Levine, S. C., and Beilock, S. L. (2012). The role of parents and teachers in the development of gender -related math attitudes. Sex Roles66, 153–166. doi: 10.1007/s11199-011-9996-2
Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: a path analysis. J. Couns. Psychol.32, 47–56. doi: 10.1037/0022-0167.32.1.47
Hembree, R. (2011). The nature, effects, and relief of mathematics anxiety. J. Res. Math. Educ.21, 33–46. doi: 10.2307/749455
Istiantoro, D. (2012). Identifikasi Faktor Penyebab Kecemasan Akademik pada Siswa Kelas XI di SMA Negeri 3 Bantul. Jurnal Riset Mahasiswa Bimbingan Dan Konseling, 4(10), 626–636.
Jain, S., and Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemp. Educ. Psychol.34, 240–249. doi: 10.1016/j.cedpsych.2009.05.004
Lee, J. (2009). Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries. Learn. Individ. Differ.19, 355–365. doi: 10.1016/j.lindif.2008.10.009
Lent, R. (2010). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. J. Vocat. Behav.45, 79–122. doi: 10.1006/jvbe.1994.1027
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., and Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychol. Sci.26, 1480–1488. doi: 10.1177/956797615592630
Marx, D. M., and Jin Ko, S. (2012). Superstars like me: The effect of role model similarity on performance under threat. Eur. J. Soc. Psychol.42, 807–812. doi: 10.1002/ejsp.1907
Pajares, F., and Miller, M. D. (2014). Role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis. J. Educ. Psychol.86, 193–203. doi: 10.1037/0022-0663.86.2.193
Pinchevsky, R. (2001). The impact of teachers’ training on mathematics in h. s. b. h. a method on the beliefs of teachers and students. dissertation. Ramat Gan: Bar-Ilan University, School of Education, 163 p.
Pintrich, P. R., and Schunk, D. H. (2002). “Social cultural influences” in Motivation in education. 2nd Edn. eds. P. R. Pintrich and D. H. Schunk (Englewood Cliffs, NJ: Merrill), 190–242.
Primi, C., Busdraghi, C., Tomasetto, C., Morsanyi, K., and Chiesi, F. (2014). Measuring math anxiety in Italian college and high school students: validity, reliability and gender invariance of the Abbreviated Math Anxiety Scale (AMAS). Learn. Individ. Differ.34, 51–56. doi: 10.1016/j.lindif.2014.05.012
Puteh, M. (2012). “Qualitative research approach towards factors associated with mathematics anxiety” in The 3rd International Conference on Mathematics Education and Society. (Helsingør: Denmark)Macmull and Ashkenazi Parenting Styles’ Effect on Math Anxiety Frontiers in Psychology| www.frontiersin.org 12 August 2019 | Volume 10 | Article 1721
Rex, L. A., and Nelson, M. C. (2014). How teachers’ professional identities position high-stakes test preparation in their classrooms. Teach. Coll. Rec.106, 1288–1331. doi: 10.1111/j.1467-9620.2004.00380.x
Ruliyanti, B. D., & Laksmiati, H. (2014). Hubungan antara Self Efficacy dan Self Regulated Learning dengan Prestasi Akademik Matematika Siswa SMAN 2 Bangkalan. Character, 3(2), 1–7.
Shapiro, J. R., and Williams, A. M. (2012). The role of stereotype threats in undermining girls’ and women’s performance and interest in STEM fields. Sex Roles66, 175–183. doi: 10.1007/s11199-011-0051-0
Son, J. W., Watanabe, T., and Lo, J. J. (eds.) (2017). What Matters? Research trends in international comparative studies in mathematics education. Cham, Switzerland: Springer, 333–354. doi: 10.1007/978-3-319-51187-0
Steffens, M. C., and Jelenec, P. (2011). Separating implicit gender stereotypes regarding math and language: implicit ability stereotypes are self-serving for boys and men, but not for girls and women. Sex Roles64, 324–335. doi: 10.1007/s11199-010-9924-x
Steffens, M. C., Jelenec, P., and Noack, P. (2010). On the leaky math pipeline: comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents. J. Educ. Psychol.102, 947–963. doi: 10.1037/a0019920
Suinn, R. M., and Winston, E. H. (2003). The mathematics anxiety rating scale, a brief version: psychometric data. Psychol. Rep.92, 167–173. doi: 10.2466/pr0.2003.92.1.167
Tapia, M., and Marsh, G. E. (2014). The relationship of math anxiety and gender. Acad. Exch. Q.8, 130–134.
Tiedemann, J. (2010). Parents’ gender stereotypes and teachers’ beliefs as predictors of children’s concept of their mathematical ability in elementary school. J. Educ. Psychol.92, 144–151. doi: 10.1037/0022-0663.92.1.144
Tobias, S. (2013). Overcoming math anxiety. New York, NY: W. W. Norton and Company.
Turner, E. A., Chandler, M., and Heffer, R. W. (2018). The influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students. J. Coll. Stud. Dev.50, 337–346. doi: 10.1353/csd.0.0073
Vukovic, R. R., Roberts, S. O., and Green Wright, L. (2013). From parental involvement to children’s mathematical performance: the role of mathematics anxiety. Early Educ. Dev.24, 446–467. doi: 10.1080/10409289.2012.693430
Wood, J. J., McLeod, B. D., Sigman, M., Hwang, W. C., and Chu, B. C. (2013). Parenting and childhood anxiety: theory, empirical findings, and future directions. J. Child Psychol. Psychiatry44, 134–151. doi: 10.1111/1469-7610.00106
Woodard, T. (2014). The effects of math anxiety on post-secondary developmental students as related to achievement, gender, and age. Inquiry9, 1–5. http://www.vccaedu.org/inquiry/inquiry-spring2004/i-91-woodard.html
Yee, D. K., and Eccles, J. S. (2008). Parent perceptions and attributions for children’s math achievement. Sex Roles19, 317–333. doi: 10.1007/BF00289840
Zeldin, A. L., and Pajares, F. (2015). Against the odds: self-efficacy beliefs of women in mathematical, scientific, and technological careers. Am. Educ. Res. J.37, 215–246
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2021-08-04
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Safithry, E. A. (2021). Hubungan Antara Gaya Pengasuhan Orang Tua, Efikasi Diri Matematika Dan Kecemasan Matematika. Anterior Jurnal, 20(3), 55–64. https://doi.org/10.33084/anterior.v20i3.2325
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