Self-Efficacy, Anxiety Level, and their Effects on Students’ Self-Persistence in Learning Science
The current problem is that many prospective teachers have not been able to complete their studies at university. This is due to obstacles from within themselves or from the surrounding environment. This study analyzes self-efficacy, anxiety, self-persistence, and the relationship between self-effi...
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| Format: | Article |
| Language: | English |
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Universitas Pendidikan Ganesha
2024-11-01
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| Series: | Journal of Education Technology |
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| Online Access: | https://ejournal.undiksha.ac.id/index.php/JET/article/view/46835 |
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| author | Ika Maryani Hana Selvi Dwi Cahyani Amaliyah Ulfah |
| author_facet | Ika Maryani Hana Selvi Dwi Cahyani Amaliyah Ulfah |
| author_sort | Ika Maryani |
| collection | DOAJ |
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The current problem is that many prospective teachers have not been able to complete their studies at university. This is due to obstacles from within themselves or from the surrounding environment. This study analyzes self-efficacy, anxiety, self-persistence, and the relationship between self-efficacy and anxiety levels toward students' self-persistence in science learning. The research explores how self-efficacy and anxiety levels affect students' self-persistence to complete learning in all science courses to produce professional graduates. The study uses a quantitative approach, using the ex post facto method. The data collection technique uses a rating scale. The Likert scale of 56 valid statements successfully collected data on self-efficacy, anxiety levels, and self-persistence from 177 PGSD students. The data analysis technique in this study uses descriptive statistics followed by multiple linear regression to test the relationship between variables. The descriptive statistical analysis results show that students' self-efficacy and self-persistence in science learning are in the moderate category. Self-efficacy and anxiety levels towards students' self-persistence have a positive relationship. Furthermore, independent and dependent variables influence each other simultaneously and together. The percentage of relationships between variables is 91.2%, while other unknown factors influence the remaining 8.8%. The researcher recommends further study of other factors that may influence students' self-persistence in science learning.
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| format | Article |
| id | doaj-art-eaf9e7bdfa41494e99c620d906dbfa17 |
| institution | OA Journals |
| issn | 2549-4856 2549-8290 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Universitas Pendidikan Ganesha |
| record_format | Article |
| series | Journal of Education Technology |
| spelling | doaj-art-eaf9e7bdfa41494e99c620d906dbfa172025-08-20T01:47:37ZengUniversitas Pendidikan GaneshaJournal of Education Technology2549-48562549-82902024-11-018410.23887/jet.v8i4.46835Self-Efficacy, Anxiety Level, and their Effects on Students’ Self-Persistence in Learning ScienceIka Maryani0Hana Selvi Dwi Cahyani1Amaliyah Ulfah2Universitas Ahmad DahlanUniversitas Ahmad DahlanUniversitas Ahmad Dahlan The current problem is that many prospective teachers have not been able to complete their studies at university. This is due to obstacles from within themselves or from the surrounding environment. This study analyzes self-efficacy, anxiety, self-persistence, and the relationship between self-efficacy and anxiety levels toward students' self-persistence in science learning. The research explores how self-efficacy and anxiety levels affect students' self-persistence to complete learning in all science courses to produce professional graduates. The study uses a quantitative approach, using the ex post facto method. The data collection technique uses a rating scale. The Likert scale of 56 valid statements successfully collected data on self-efficacy, anxiety levels, and self-persistence from 177 PGSD students. The data analysis technique in this study uses descriptive statistics followed by multiple linear regression to test the relationship between variables. The descriptive statistical analysis results show that students' self-efficacy and self-persistence in science learning are in the moderate category. Self-efficacy and anxiety levels towards students' self-persistence have a positive relationship. Furthermore, independent and dependent variables influence each other simultaneously and together. The percentage of relationships between variables is 91.2%, while other unknown factors influence the remaining 8.8%. The researcher recommends further study of other factors that may influence students' self-persistence in science learning. https://ejournal.undiksha.ac.id/index.php/JET/article/view/46835Self-EfficacyAnxiety Self-Persistence |
| spellingShingle | Ika Maryani Hana Selvi Dwi Cahyani Amaliyah Ulfah Self-Efficacy, Anxiety Level, and their Effects on Students’ Self-Persistence in Learning Science Journal of Education Technology Self-Efficacy Anxiety Self-Persistence |
| title | Self-Efficacy, Anxiety Level, and their Effects on Students’ Self-Persistence in Learning Science |
| title_full | Self-Efficacy, Anxiety Level, and their Effects on Students’ Self-Persistence in Learning Science |
| title_fullStr | Self-Efficacy, Anxiety Level, and their Effects on Students’ Self-Persistence in Learning Science |
| title_full_unstemmed | Self-Efficacy, Anxiety Level, and their Effects on Students’ Self-Persistence in Learning Science |
| title_short | Self-Efficacy, Anxiety Level, and their Effects on Students’ Self-Persistence in Learning Science |
| title_sort | self efficacy anxiety level and their effects on students self persistence in learning science |
| topic | Self-Efficacy Anxiety Self-Persistence |
| url | https://ejournal.undiksha.ac.id/index.php/JET/article/view/46835 |
| work_keys_str_mv | AT ikamaryani selfefficacyanxietylevelandtheireffectsonstudentsselfpersistenceinlearningscience AT hanaselvidwicahyani selfefficacyanxietylevelandtheireffectsonstudentsselfpersistenceinlearningscience AT amaliyahulfah selfefficacyanxietylevelandtheireffectsonstudentsselfpersistenceinlearningscience |