Factor Structure of Mathematics Learning Proactiveness Among Mathematics Students
Keywords:
Mathematics learning proactiveness, self-regulated learning, student engagement, motivation, academic resilience.
Abstract
Pembelajaran proaktif memainkan peran penting dalam membantu siswa berhasil dalam matematika dan menjadi pembelajar yang lebih mandiri. Tinjauan ini mengkaji proaktivitas pembelajaran matematika sebagai penentu utama keberhasilan siswa, dengan menekankan peran saling terkait dari motivasi, pembelajaran yang diatur sendiri (SRL), dan keterlibatan akademis. Melalui tinjauan pustaka kualitatif dari artikel yang ditinjau sejawat dari tahun 2015 hingga 2025, sintesis tematik digunakan untuk mengidentifikasi konsep-konsep utama dan temuan penelitian. Hasil penelitian menunjukkan bahwa motivasi intrinsik, efikasi diri matematika, dan sikap positif mendorong ketekunan dan keterlibatan yang lebih dalam. Dimensi SRL—termasuk penetapan tujuan, strategi pembelajaran, refleksi, pemanfaatan sumber daya, dan manajemen waktu—memungkinkan pelajar untuk mengambil inisiatif dan beradaptasi dengan tantangan. Keterlibatan akademis, yang mencakup komponen perilaku, kognitif, dan afektif, menerjemahkan proses internal ini menjadi tindakan pembelajaran yang berkelanjutan. Bukti menunjukkan bahwa pembelajaran proaktif bukanlah bawaan tetapi dapat dipupuk melalui lingkungan yang mendukung dan meningkatkan otonomi. Tinjauan ini menawarkan implikasi praktis bagi para pendidik dan perancang kurikulum yang berupaya menumbuhkan otonomi, ketahanan, dan pencapaian jangka panjang siswa dalam matematika melalui dukungan yang disengaja terhadap perilaku belajar proaktif.
References
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Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2016). Intrinsic motivation, extrinsic motivation, and mathematics achievement: Relationships with math anxiety, self-efficacy, and interest. Learning and Individual Differences, 47, 145–152. https://doi.org/10.1016/j.lindif.2016.01.005
Barroso, C., Ganley, C. M., McIlraith, A. L., & Hart, S. A. (2020). Math anxiety: A review of its cognitive consequences, underlying mechanisms, and impact on academic achievement. npj Science of Learning, 5(1), 1–10. https://doi.org/10.1038/s41539-020-00038-8
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning outcomes. Computers in Human Behavior, 52, 293–306. https://doi.org/10.1016/j.chb.2015.05.038
Buzza, D., & Allinotte, T. (2022). Promoting self-regulated learning in mathematics through digital scaffolds. Journal of Educational Technology Systems, 50(4), 507–529. https://doi.org/10.1177/00472395211073369
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980–1008. https://doi.org/10.1037/a0035661
Chan, M., van Aalderen-Smeets, S., & Walma van der Molen, J. H. (2020). Promoting student motivation in STEM through teacher training: A self-determination theory perspective. Journal of Science Education and Technology, 29(1), 47–59. https://doi.org/10.1007/s10956-019-09807-3
Datu, J. A. D. (2018). Flourishing is associated with higher academic achievement and engagement in Filipino students. Journal of Happiness Studies, 19(1), 27–39. https://doi.org/10.1007/s10902-016-9805-2
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425–474. https://doi.org/10.1007/s10648-015-9320-8
Doron, E., Asher, Y., & Leitner, M. (2021). Motivation, self-regulation, and learning outcomes: An integrative framework. Learning and Individual Differences, 89, 102033. https://doi.org/10.1016/j.lindif.2021.102033
Erturan, S., & Jansen, B. R. J. (2015). A study of the relationship between mathematics anxiety and math attitudes in secondary school students. European Journal of Psychology of Education, 30(4), 421–435. https://doi.org/10.1007/s10212-015-0249-7
Fang, J., Fan, W., & Yao, X. (2018). Academic motivation and achievement among Chinese secondary students: The mediating role of academic self-concept. Educational Psychology, 38(8), 1021–1037. https://doi.org/10.1080/01443410.2018.1478402
Fredricks, J. A., Wang, M. T., Schall Linn, J., Hofkens, T., & Sung, H. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning and Instruction, 43, 5–15. https://doi.org/10.1016/j.learninstruc.2016.01.009
Greene, J. A., & Azevedo, R. (2010). The measurement of learners’ self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educational Psychologist, 45(4), 203–209. https://doi.org/10.1080/00461520.2010.515935
Greene, J. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Azevedo, R. (2015). Predicting high school students’ cognitive engagement and academic achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 41, 102–115. https://doi.org/10.1016/j.cedpsych.2014.11.003
Greene, J. A., & Yu, S. B. (2021). Understanding proactive learning through a self-regulated learning lens: A review of theory and research. Educational Psychology Review, 33, 887–914. https://doi.org/10.1007/s10648-021-09577-2
Green, J. A., Bolick, C. M., McDonald, J., & Okello, A. (2019). The influence of digital tools on mathematics self-regulated learning. Contemporary Educational Psychology, 56, 1–10. https://doi.org/10.1016/j.cedpsych.2018.12.005
Huang, L., Wang, Z., & Wang, J. (2021). A study of academic engagement among high school students: The role of emotion and self-regulated learning. Journal of Adolescence, 87, 31–42. https://doi.org/10.1016/j.adolescence.2020.12.004
Jain, S., & Dowson, M. (2009). Mathematics anxiety, self-efficacy and attitudes: Perspectives from Indian students. Educational Psychology, 29(4), 483–501. https://doi.org/10.1080/01443410903289447
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27–38. https://doi.org/10.1016/j.learninstruc.2016.01.002
Kim, L. E., Henderikx, M., Kreijns, K., & Castaño-Muñoz, J. (2023). Self-regulated learning in mathematics: A review of interventions. Educational Research Review, 38, 100491. https://doi.org/10.1016/j.edurev.2022.100491
Kitsantas, A., Cheema, J. R., & Ware, H. W. (2017). The role of time management in mathematics achievement. Journal of Advanced Academics, 28(2), 106–125. https://doi.org/10.1177/1932202X17701999
Liu, W., Tian, L., Wang, Z., & Huebner, E. S. (2022). Behavioral engagement and academic achievement: Longitudinal mediation of autonomous motivation and self-regulated strategy use. Learning and Instruction, 77, 101538. https://doi.org/10.1016/j.learninstruc.2021.101538
Mahasneh, A. M., Sowan, A. K., & Al-Momani, M. S. (2022). Goal-setting and self-regulated learning strategies in online math environments. International Journal of Instruction, 15(2), 295–310. https://doi.org/10.29333/iji.2022.15217a
Michalsky, T., & Schechter, C. (2018). Preservice teachers' capacity to reflect as a predictor of their technology-enhanced teaching: A short- and long-term evaluation. Teachers and Teaching, 24(7), 760–777. https://doi.org/10.1080/13540602.2018.1455921
Moos, D. C., & Pitton, D. (2014). Student teachers’ use of goal setting and metacognitive monitoring during learning. Educational Psychology, 34(4), 349–363. https://doi.org/10.1080/01443410.2013.785054
Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795–833. https://doi.org/10.1007/s10648-016-9378-y
Nuutila, K., Tuominen, H., & Lonka, K. (2022). Mathematics engagement profiles: A person-oriented approach. Contemporary Educational Psychology, 68, 102041. https://doi.org/10.1016/j.cedpsych.2021.102041
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving. Contemporary Educational Psychology, 19(1), 48–58. https://doi.org/10.1006/ceps.1994.1004
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2011). Academic emotions in students’ self-regulated learning and achievement. Applied Psychology, 60(2), 315–340. https://doi.org/10.1111/j.1464-0597.2010.00381.x
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Schukajlow, S., & Rakoczy, K. (2016). Effects of interest, choice, and on mathematical problem-solving. Learning and Instruction, 44, 117–127. https://doi.org/10.1016/j.learninstruc.2016.04.001
Sun, J. C. Y., Wang, M. T., & Tang, X. (2022). Motivation and SRL in mathematics: Pathways to student achievement. Journal of Educational Psychology, 114(1), 153–168. https://doi.org/10.1037/edu0000582
Tang, X., Wang, M. T., Guo, J., & Salmela-Aro, K. (2020). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 49(5), 964–977. https://doi.org/10.1007/s10964-019-01198-8
Usher, E. L., & Pajares, F. (2016). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 46, 29–44. https://doi.org/10.1016/j.cedpsych.2016.04.001
Wang, Z., Lukowski, S. L., Hart, S. A., & Willcutt, E. G. (2021). The role of emotion in mathematics and its relationship with achievement: A longitudinal study of elementary school students. Journal of Educational Psychology, 113(8), 1452–1468. https://doi.org/10.1037/edu0000548
Wigfield, A., Gladstone, J. R., & Turci, L. (2021). Beyond cognition: Motivation and engagement in reading comprehension. Educational Psychologist, 56(4), 250–270. https://doi.org/10.1080/00461520.2021.1933754
Wolters, C. A., & Brady, A. C. (2020). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 32, 1319–1351. https://doi.org/10.1007/s10648-020-09526-z
Xu, B., Chen, N. S., & Chen, G. (2020). Effects of teacher roles on student engagement in e-learning environments. Educational Technology & Society, 23(2), 88–103. https://www.jstor.org/stable/26915498
Yu, S. B., & Levesque-Bristol, C. (2020). Learning from feedback: The role of student engagement. Teaching in Higher Education, 25(6), 669–685. https://doi.org/10.1080/13562517.2019.1594604
Yu, Z., & McLoughlin, C. (2020). Proactive learning and the dynamics of motivation, engagement and strategy use in mathematics education. Mathematics Education Research Journal, 32(4), 617–638. https://doi.org/10.1007/s13394-019-00299-7
Zakariya, Y. F. (2020). Investigating the effects of self-efficacy and prior achievement on mathematics performance. International Journal of Mathematical Education in Science and Technology, 51(5), 701–712. https://doi.org/10.1080/0020739X.2019.1656825
Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2016). Intrinsic motivation, extrinsic motivation, and mathematics achievement: Relationships with math anxiety, self-efficacy, and interest. Learning and Individual Differences, 47, 145–152. https://doi.org/10.1016/j.lindif.2016.01.005
Barroso, C., Ganley, C. M., McIlraith, A. L., & Hart, S. A. (2020). Math anxiety: A review of its cognitive consequences, underlying mechanisms, and impact on academic achievement. npj Science of Learning, 5(1), 1–10. https://doi.org/10.1038/s41539-020-00038-8
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning outcomes. Computers in Human Behavior, 52, 293–306. https://doi.org/10.1016/j.chb.2015.05.038
Buzza, D., & Allinotte, T. (2022). Promoting self-regulated learning in mathematics through digital scaffolds. Journal of Educational Technology Systems, 50(4), 507–529. https://doi.org/10.1177/00472395211073369
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980–1008. https://doi.org/10.1037/a0035661
Chan, M., van Aalderen-Smeets, S., & Walma van der Molen, J. H. (2020). Promoting student motivation in STEM through teacher training: A self-determination theory perspective. Journal of Science Education and Technology, 29(1), 47–59. https://doi.org/10.1007/s10956-019-09807-3
Datu, J. A. D. (2018). Flourishing is associated with higher academic achievement and engagement in Filipino students. Journal of Happiness Studies, 19(1), 27–39. https://doi.org/10.1007/s10902-016-9805-2
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425–474. https://doi.org/10.1007/s10648-015-9320-8
Doron, E., Asher, Y., & Leitner, M. (2021). Motivation, self-regulation, and learning outcomes: An integrative framework. Learning and Individual Differences, 89, 102033. https://doi.org/10.1016/j.lindif.2021.102033
Erturan, S., & Jansen, B. R. J. (2015). A study of the relationship between mathematics anxiety and math attitudes in secondary school students. European Journal of Psychology of Education, 30(4), 421–435. https://doi.org/10.1007/s10212-015-0249-7
Fang, J., Fan, W., & Yao, X. (2018). Academic motivation and achievement among Chinese secondary students: The mediating role of academic self-concept. Educational Psychology, 38(8), 1021–1037. https://doi.org/10.1080/01443410.2018.1478402
Fredricks, J. A., Wang, M. T., Schall Linn, J., Hofkens, T., & Sung, H. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning and Instruction, 43, 5–15. https://doi.org/10.1016/j.learninstruc.2016.01.009
Greene, J. A., & Azevedo, R. (2010). The measurement of learners’ self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educational Psychologist, 45(4), 203–209. https://doi.org/10.1080/00461520.2010.515935
Greene, J. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Azevedo, R. (2015). Predicting high school students’ cognitive engagement and academic achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 41, 102–115. https://doi.org/10.1016/j.cedpsych.2014.11.003
Greene, J. A., & Yu, S. B. (2021). Understanding proactive learning through a self-regulated learning lens: A review of theory and research. Educational Psychology Review, 33, 887–914. https://doi.org/10.1007/s10648-021-09577-2
Green, J. A., Bolick, C. M., McDonald, J., & Okello, A. (2019). The influence of digital tools on mathematics self-regulated learning. Contemporary Educational Psychology, 56, 1–10. https://doi.org/10.1016/j.cedpsych.2018.12.005
Huang, L., Wang, Z., & Wang, J. (2021). A study of academic engagement among high school students: The role of emotion and self-regulated learning. Journal of Adolescence, 87, 31–42. https://doi.org/10.1016/j.adolescence.2020.12.004
Jain, S., & Dowson, M. (2009). Mathematics anxiety, self-efficacy and attitudes: Perspectives from Indian students. Educational Psychology, 29(4), 483–501. https://doi.org/10.1080/01443410903289447
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27–38. https://doi.org/10.1016/j.learninstruc.2016.01.002
Kim, L. E., Henderikx, M., Kreijns, K., & Castaño-Muñoz, J. (2023). Self-regulated learning in mathematics: A review of interventions. Educational Research Review, 38, 100491. https://doi.org/10.1016/j.edurev.2022.100491
Kitsantas, A., Cheema, J. R., & Ware, H. W. (2017). The role of time management in mathematics achievement. Journal of Advanced Academics, 28(2), 106–125. https://doi.org/10.1177/1932202X17701999
Liu, W., Tian, L., Wang, Z., & Huebner, E. S. (2022). Behavioral engagement and academic achievement: Longitudinal mediation of autonomous motivation and self-regulated strategy use. Learning and Instruction, 77, 101538. https://doi.org/10.1016/j.learninstruc.2021.101538
Mahasneh, A. M., Sowan, A. K., & Al-Momani, M. S. (2022). Goal-setting and self-regulated learning strategies in online math environments. International Journal of Instruction, 15(2), 295–310. https://doi.org/10.29333/iji.2022.15217a
Michalsky, T., & Schechter, C. (2018). Preservice teachers' capacity to reflect as a predictor of their technology-enhanced teaching: A short- and long-term evaluation. Teachers and Teaching, 24(7), 760–777. https://doi.org/10.1080/13540602.2018.1455921
Moos, D. C., & Pitton, D. (2014). Student teachers’ use of goal setting and metacognitive monitoring during learning. Educational Psychology, 34(4), 349–363. https://doi.org/10.1080/01443410.2013.785054
Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795–833. https://doi.org/10.1007/s10648-016-9378-y
Nuutila, K., Tuominen, H., & Lonka, K. (2022). Mathematics engagement profiles: A person-oriented approach. Contemporary Educational Psychology, 68, 102041. https://doi.org/10.1016/j.cedpsych.2021.102041
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving. Contemporary Educational Psychology, 19(1), 48–58. https://doi.org/10.1006/ceps.1994.1004
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2011). Academic emotions in students’ self-regulated learning and achievement. Applied Psychology, 60(2), 315–340. https://doi.org/10.1111/j.1464-0597.2010.00381.x
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Schukajlow, S., & Rakoczy, K. (2016). Effects of interest, choice, and on mathematical problem-solving. Learning and Instruction, 44, 117–127. https://doi.org/10.1016/j.learninstruc.2016.04.001
Sun, J. C. Y., Wang, M. T., & Tang, X. (2022). Motivation and SRL in mathematics: Pathways to student achievement. Journal of Educational Psychology, 114(1), 153–168. https://doi.org/10.1037/edu0000582
Tang, X., Wang, M. T., Guo, J., & Salmela-Aro, K. (2020). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 49(5), 964–977. https://doi.org/10.1007/s10964-019-01198-8
Usher, E. L., & Pajares, F. (2016). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 46, 29–44. https://doi.org/10.1016/j.cedpsych.2016.04.001
Wang, Z., Lukowski, S. L., Hart, S. A., & Willcutt, E. G. (2021). The role of emotion in mathematics and its relationship with achievement: A longitudinal study of elementary school students. Journal of Educational Psychology, 113(8), 1452–1468. https://doi.org/10.1037/edu0000548
Wigfield, A., Gladstone, J. R., & Turci, L. (2021). Beyond cognition: Motivation and engagement in reading comprehension. Educational Psychologist, 56(4), 250–270. https://doi.org/10.1080/00461520.2021.1933754
Wolters, C. A., & Brady, A. C. (2020). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 32, 1319–1351. https://doi.org/10.1007/s10648-020-09526-z
Xu, B., Chen, N. S., & Chen, G. (2020). Effects of teacher roles on student engagement in e-learning environments. Educational Technology & Society, 23(2), 88–103. https://www.jstor.org/stable/26915498
Yu, S. B., & Levesque-Bristol, C. (2020). Learning from feedback: The role of student engagement. Teaching in Higher Education, 25(6), 669–685. https://doi.org/10.1080/13562517.2019.1594604
Yu, Z., & McLoughlin, C. (2020). Proactive learning and the dynamics of motivation, engagement and strategy use in mathematics education. Mathematics Education Research Journal, 32(4), 617–638. https://doi.org/10.1007/s13394-019-00299-7
Zakariya, Y. F. (2020). Investigating the effects of self-efficacy and prior achievement on mathematics performance. International Journal of Mathematical Education in Science and Technology, 51(5), 701–712. https://doi.org/10.1080/0020739X.2019.1656825
Published
2025-12-01
How to Cite
Ramos, C. J. C., & Castañeda, N. C. (2025). Factor Structure of Mathematics Learning Proactiveness Among Mathematics Students. Pedagogi: Jurnal Ilmu Pendidikan, 25(2), 331-337. https://doi.org/https://doi.org/10.24036/pedagogi.v25i2.2550
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Articles
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