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How do anxiety and self-efficacy affect the problem-solving skills of undergraduate economics students as prospective teachers in Indonesia? The role of metacognition as a mediating variable
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How do anxiety and self-efficacy affect the problem-solving skills of undergraduate economics students as prospective teachers in Indonesia? The role of metacognition as a mediating variable
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Journal Article
How do anxiety and self-efficacy affect the problem-solving skills of undergraduate economics students as prospective teachers in Indonesia? The role of metacognition as a mediating variable
2025
Overview
Problem-solving is necessary for prospective economics teacher students to improve their cognitive quality. This research explores how future economics educators in Indonesia cultivate problem-solving abilities, which are frequently affected by cognitive and noncognitive elements like anxiety, self-efficacy, and metacognition. The precise interactions among earlier studies, especially how anxiety and self-efficacy affect problem-solving through metacognition, are still ambiguous in the Indonesian setting. The research intends to address this gap and aims to determine the direct and indirect effects of anxiety, self-efficacy, and metacognition on undergraduate students' problem-solving. Data were collected through online questionnaires distributed to 420 undergraduate students studying economics at their universities from 38 provinces across universities in Indonesia. The PLS-SEM analysis model was applied to confirm the proposed hypothesis. The findings indicate a strong and negative relationship between anxiety and problem solving and also anxiety on metacognition. However, anxiety does not affect self-efficacy. Self-efficacy does not affect problem-solving but positively affects metacognition. This study also confirms that metacognition positively affects undergraduate student problem-solving. Self-efficacy failed to mediate, but metacognition succeeded in mediating between anxiety and problem-solving. The results of this study offer important perspectives for policymakers and the government to map out effective policies to support undergraduate student problem-solving.
Publisher
Cogent,Taylor & Francis Group
