PENGARUH KECEMASAN MATEMATIK DAN SELF-ESTEEM TEHADAP PROKRASTINASI SERTA DAMPAKNYA PADA PRESTASI BELAJAR

Abstract

Indonesian students’ mathematics achievement remains low according to the 2022 PISA data, which is believed to be associated with academic procrastination, math anxiety, and self-esteem. This study aims to examine the direct and indirect relationships between math anxiety and self-esteem with academic procrastination and their association with mathematics achievement. The method used was quantitative with a path analysis design. A sample of 309 students from SMAN 1 Manonjaya was selected using simple random sampling. The instruments included the Mathematics Anxiety Scale, the Rosenberg Self-esteem Scale, the Procrastination Assessment Scale for Students, and the final semester summative scores in mathematics. The results showed that simultaneously, mathematics anxiety, self-esteem, and academic procrastination had a significant relationship with mathematics achievement (R²=0.546). However, a counterintuitive relationship was found: mathematical anxiety was negatively associated with procrastination (? = ?0.076), while higher self-esteem was associated with increased procrastination and decreased mathematics achievement (? = ?0.569). Procrastination significantly mediates the relationship between self-esteem and mathematics achievement, but not for math anxiety. These findings suggest that psychological relationships with mathematics achievement are not always linear. Implicitly, interventions should be directed toward directly reducing math anxiety, as well as strengthening self-regulation in students with high self-esteem.

Keyword: math anxiety, self-esteem, academic procrastination, academic achievement, path analysis.