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

Author

Listed:
  • Tommy Tanu Wijaya

    (School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China)

  • Imam Fitri Rahmadi

    (Linz School of Education, Johannes Kepler University Linz, 4040 Linz, Austria)

  • Siti Chotimah

    (Fakultas Matematika dan Ilmu Pengetahuan Alam, Kampus Karangmalang, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia)

  • Jailani Jailani

    (Fakultas Matematika dan Ilmu Pengetahuan Alam, Kampus Karangmalang, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia)

  • Dhoriva Urwatul Wutsqa

    (Fakultas Matematika dan Ilmu Pengetahuan Alam, Kampus Karangmalang, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia)

Abstract

Psychology is one of the numerous factors that influences students’ mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students’ well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students’ mathematics achievement. Moreover, teachers have a more substantial effect than parents’ support, which does not significantly reduce the students’ stress levels. The academic and emotional support of teachers and parents reduces students’ stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students’ mathematics achievement at the secondary school level.

Suggested Citation

  • Tommy Tanu Wijaya & Imam Fitri Rahmadi & Siti Chotimah & Jailani Jailani & Dhoriva Urwatul Wutsqa, 2022. "A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being," IJERPH, MDPI, vol. 19(23), pages 1-19, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:16247-:d:993417
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    References listed on IDEAS

    as
    1. Bai, Chong-en & Chi, Wei & Qian, Xiaoye, 2014. "Do college entrance examination scores predict undergraduate GPAs? A tale of two universities," China Economic Review, Elsevier, vol. 30(C), pages 632-647.
    2. Zaira-Jazmín Zárate-Santana & María-Carmen Patino-Alonso & Ana-Belén Sánchez-García & Purificación Galindo-Villardón, 2021. "Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis," Sustainability, MDPI, vol. 13(2), pages 1-16, January.
    3. Tommy Tanu Wijaya & Peijie Jiang & Mailizar Mailizar & Akhmad Habibi, 2022. "Predicting Factors Influencing Preservice Teachers’ Behavior Intention in the Implementation of STEM Education Using Partial Least Squares Approach," Sustainability, MDPI, vol. 14(16), pages 1-24, August.
    4. Tzu-Hao Huang & Fen Liu & Li-Chen Chen & Ching-Ching Tsai, 2021. "The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach," PLOS ONE, Public Library of Science, vol. 16(3), pages 1-16, March.
    5. Tommy Tanu Wijaya & Yiming Cao & Robert Weinhandl & Eri Yusron & Zsolt Lavicza, 2022. "Applying the UTAUT Model to Understand Factors Affecting Micro-Lecture Usage by Mathematics Teachers in China," Mathematics, MDPI, vol. 10(7), pages 1-20, March.
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