Dampak Efikasi Diri terhadap Beban Kognitif dalam Pembelajaran Matematika dengan Emosi Akademik sebagai Mediator

Abstract

The purpose of present study was to identify the role of academic emotions in mediating the correlation between self-efficacy and cognitive load in mathematics learning. Four hundred and eighty-seven high school students (191 boys and 296 girls) were involved in the correlational study. Structural equation modelling, in particular mediation analysis, was applied to identify the mediation effect of academic emotions. The results showed that self- efficacy predicted academic emotions (namely enjoyment, anger, and boredom directly, but anxiety indirectly). Then, academic emotions predicted cognitive load: extraneous load was predicted by enjoyment, anger, and boredom; intrinsic load was predicted by enjoyment and anxiety; whereas germane load was only predicted by enjoyment. Enjoyment negatively mediated self-efficacy with extraneous load, but positively mediated self-efficacy with intrinsic and germane load. Anger negatively mediated self-efficacy with extraneous load. Boredom negatively mediated extraneous and intrinsic load. Findings of present study clarify the role of academic emotions on cognitive performance, particularly cognitive load.

Keywords

• academic emotions
• cognitive load
• self-efficacy