International Journal of Health Science and Technology e-ISSN 2685-8673
Vol. 5, No. 3 (2024), pp. (230-238)
10.31101/ijhst.v5i3.3393
Original Research Paper
The Contribution of Anxiety to High School Students' Learning Motivation
in Online Learning
Komarudin
Psychology Study Program, Faculty of Economics, Social Sciences and Humanities, Universitas ‘Aisyiyah Yogyakarta, Jl.
Siliwangi (West Ring Road) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta. 55292, Indonesia
[email protected] Submitted: October 19, 2023 Revised: February 22 , 2024 Accepted: April 11, 2024
Abstract
The COVID-19 pandemic has brought a change from face-to-face learning to online learning; thus giving rise to
students' anxiety. This study aims to determine the contribution of anxiety to the learning motivation of senior
high school students in online learning. This research is designed in the form of quantitative research methods.
The population consists of high school students in Yogyakarta with a research sample of 80 students. The sampling
technique uses probability sampling. The data collection tool uses a learning motivation scale developed by
researchers based on aspects of perseverance in learning, tenacious in facing difficulties, interest and sharpness of
attention in learning, achievement in learning, and independence in learning. The learning motivation scale has
an alpha Cronbach reliability coefficient of 0.940. Meanwhile, the scale of disability was developed by researchers
based on aspects of heart, cognitive, somatic, and motor with an alpha Cronbach reliability coefficient of 0.860.
Data analysis was carried out using the statistical analysis method of product-moment correlation from Pearson
with the help of SPSS release 16. The results of the data analysis obtained a significant value of 0.002 (p < 0.05)
and a correlation coefficient of -0.320, which means that there is a significant negative relationship between
anxiety and student learning motivation in online learning. The coefficient of determination of 0.103 shows that
anxiety contributes 10.30% to the motivation of upper-secondary students in online learning, while 89.70% is
influenced by other factors that were not involved in this study.
Keywords: anxiety; learning motivation; online learning
1. Introduction
The Covid-19 pandemic that emerged in early 2020 has had an impact on all aspects of the lives of
the world's population. This non-natural disaster has had a significant impact on the life sector, including
education. The temporary closure of schools as an effort to contain the spread of the COVID-19 virus
occurred in almost all parts of the world, including in Indonesia. The increasing coverage and impact
of COVID-19 have led to the elimination of the teaching and learning process in the classroom (Aji,
2020). Li & Lalani (2020) in their research reported that 12.2 billion students are learning outside the
classroom worldwide. As a replacement for face-to-face learning in class, learning is carried out online
(online), namely distance learning using digital platforms. Learning is carried out through various
digital media conferences such as Zoom Cloud Meeting, Google Meet, Cisco WebEx, and Mikogo.
In Indonesia, online learning is mandated by the Ministry of Education and Culture as one of the
prevention of the spread of Covid-19. However, reportedly many schools already have obstacles to
transferring their curriculum to the online version due to a lack of information technology infrastructure
support (Azzahra, 2020). The policy, which was taken as a form of rapid response to the COVID-19
pandemic, also caused various problems, such as student learning, disruptions in assessments, and
cancellation of assessments. This requires students to adapt to new learning systems and mechanisms.
The inability of students to adapt makes their learning motivation disrupted (Aji, 2020).
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Motivation is defined as a theoretical construct to explain initiation, direction, intensity,
perseverance, and behavioural qualities, especially goal-directed behavior (Brophy, 2013). This is
related to cognitive and affective processes, where there is interaction between learners and their
learning environment according to contextual and social factors as supporting factors or barriers
(Schuck et al, 2014). Motivation described as machine learning influences what, how, and when
learning for learners (Schunk & Usher, 2019). Furthermore, Ryan & Deci (2000b) argue that motivated
learners can carry out challenging learning activities that involve them actively in figuring out the right
strategies to facilitate student learning so that students enjoy and show a better, diligent, and creative
learning process.
Student learning motivation is divided into 2 forms, namely intrinsic and extrinsic motivation.
Intrinsic motivation is defined as an action performed as an activity of inherent satisfaction rather than
a form of separable consequence. It is related to internal factors, such as interests, pleasures, or
challenges that a person develops in performing activities, for the sake of pleasure or satisfaction that
converges in the activity. Meanwhile, extrinsic motivation is defined as a construct related to each
activity carried out to achieve separable results. It is related to external factors in carrying out activities,
such as rewards or recognition from others (Ryan & Deci, 2000a). Both forms of motivation should be
shared by students simultaneously, but the fact is that some students have neither intrinsic nor extrinsic
motivation, which is called motivation. This happens when students have reluctance or lack of
motivation to learn. They have low self-efficacy and feel inadequate, so they assume learning will not
produce the desired results and that doing tasks is also of no value (Hartnett, 2016).
Tam et al (2021) found that students who do online learning during the COVID-19 pandemic with
higher intrinsic motivation will produce maximum learning achievement compared to students who do
not have intrinsic motivation. According to Gurumoorthy & Kumar (2020), achieving an achievement
requires the growth of learning motivation in students, both intrinsically and extrinsically. Learning
motivation is a determining factor for poor student learning, causing low learning achievement.
Therefore, learning motivation is considered an important success factor in the learning environment
that will lead to learning pleasure and have an impact on better and complete student achievement in
the learning process (Sierra, 2020).
However, preliminary studies conducted by researchers show that based on the opinions of several
high schools (SMA) level teachers in Yogyakarta, it was found that, during online learning, students
tend to get bored because they do not meet their friends, as a result many students often delay doing
assignments and do not even do them, sleep late and wake up late. In addition, during learning activities
at home, in almost all classes some students have problems, such as never entering the e-learning class,
not doing and collecting assignments, always waking up late every day. Furthermore, from the teacher's
search during the home visit, it was found that many students who experience motivation are
characterized by laziness in learning activities. This fact is the opinion of Djamarah (2015), that if
students do not have the motivation to learn, then these students can't carry out learning activities.
Referring to this, student learning motivation becomes important in the learning process at school in
various situations.
Many factors affect motivation and its impact on student learning, so it is necessary to further
identify motivation and influencing factors during the online learning process (Lapitan et al, 2021).
Several factors affect learning motivation, among others: goals, learner abilities, learner conditions,
learner environmental conditions, elements in learners, and teacher efforts in learning learners (Siregar
and Nara, 2014). In this case, one of the factors that is considered influential on student learning
motivation is the condition of the learner which includes physical conditions and psychological
conditions, as also conveyed by Ryan & Deci (2000a) as intrinsic factors. The ongoing COVID-19
pandemic which is not yet clear when it will end and the increase in exposure to cases is predicted to
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affect student psychics, namely the emergence of anxiety. During the COVID-19 pandemic, high school
students in Jordan experienced anxiety, namely 46.9% of female students 46.9% and 27.6% of male
students (Al Azzam et al, 2021). In Indonesia, a survey conducted by the Indonesian Association of
Psychiatrists regarding psychological problems that arose for 5 months (April-August 2020) in the age
range of 17-29 years, showed that 65% experienced anxiety. This means that some high school students
in Indonesia experience anxiety due to changes in the education system that are too fast. This is also
reinforced by research by Darmayanti et al (2022), that 51.4% of grade 3 high school students feel
anxious about learning during the COVID-19 pandemic. Research conducted by Sari and Winingsih
(2021) also found that students of SMA Negeri 2 Kota Mojokerto during the COVID-19 pandemic
experienced anxiety in the moderate category of 48%.
The American Psychological Association (APA, 2020) states that anxiety is an emotion
characterized by feelings of fear and the appearance of physical symptoms in the form of tension. Other
physical symptoms that will appear are tense muscles, faster breathing patterns and increased heart rate.
This emotion will arise when an individual anticipates impending danger, catastrophe or misfortune.
According to Windarwati et al (2022), anxiety is the most discussed mental health problem among high
school students during the COVID-19 pandemic. Many high school students are found to have an
increased risk of experiencing mental health problems, namely psychological distress, worry,
loneliness, anxiety, depression, traumatic symptoms, other psychological disorders, suicide risk, sleep
disorders, and psychosocial functioning.
The anxiety in students during emergency online learning during the COVID-19 pandemic is very
real. The feelings of anxiety and pressure experienced by students are caused by several factors, such
as students' incomprehension of the material delivered by the teacher, students' difficulty in completing
assignments according to the deadline given by the teacher, the instability of the internet network in the
area where students live, various technical obstacles they experience during online learning, and a sense
of worry about not being able to follow the next subject matter (Muhyidin, 2022). In addition, Siregar
& Nara (2014) added that when students experience anxiety, their learning motivation will also
decrease, but on the contrary if the psychological condition of students is good, then their learning
motivation tends to also increase. The extent of the contribution of anxiety to learning motivation in
upper secondary students in online learning during the COVID-19 pandemic has not been studied
before, so this study aims to determine this contribution.
2. Research Methods
This research is designed in the form of quantitative research methods. The dependent variable in
this study is learning motivation, which is defined as a drive both from within and outside the student
who can provide encouragement and direction to carry out a learning activity to achieve the desired
learning goals based on aspects of perseverance in learning, tenacious in the face of difficulties, interest
and sharpness of attention in learning, excel in learning, and be independent in learning. Learning
motivation is measured by the learning motivation scale developed by researchers referring to aspects
of learning motivation proposed by Sardiman (2018). The learning motivation scale has an alpha
Cronbach reliability coefficient of 0.940. The higher the student's score, the higher the learning
motivation, and the lower the student's score, the lower the learning motivation.
The independent variable in this study was anxiety, which was defined as a signal that alerted to a
warning of a threatening danger and allowed someone to take action on the threat based on aspects of
the heart, cognitive, somatic, and motor. Anxiety is measured using a disability scale developed by
researchers based on aspects of anxiety proposed by Semiun (in Misdeni et al, 2019). The anxiety scale
has an alpha Cronbach reliability coefficient of 0.860. The higher the student's score, the higher the
anxiety and vice versa the lower the student's score, the lower the anxiety level.
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The research population determined in this study is students from high school who attend school in
Yogyakarta and take part in online learning during the COVID-19 pandemic. The sample of this study
consisted of 80 students. Meanwhile, in sampling, research uses probability sampling techniques, which
are sampling techniques that provide equal opportunities for each member of the population to be
selected as a sample member. The data obtained in the study will be analyzed statistically using the
SPSS application. Meanwhile, data analysis used the product moment correlation technique from
Pearson to determine the relationship between the independent variable, namely anxiety and dependent
variables, namely learning motivation and also to determine the contribution of anxiety to the learning
motivation of high school students in online learning during the COVID-19 pandemic.
3. Results and Discussion
3.1.Data Analysis
The data analysis test in this study uses the product-moment correlation test technique and produces
the following data description:
Table 1. Variable Categorization Value
Variable Category Frequency Percentage (%)
Anxiety Low 3 3,4%
Moderate 33 37,5%
High 52 59,1%
Learning motivation Low 0 0
Moderate 47 53,4%
High 41 46,6%
Source: Primary/Secondary Data, 2023
Based on Table 1. shows that the anxiety possessed by students tends to fall into the high category.
This means that 59.1% of students experience anxiety in facing the COVID-19 pandemic, especially
during online learning. Meanwhile, student learning motivation shows that students tend to have
moderate learning motivation. This illustrates that 53.4% of students still have learning motivation even
though learning is done online.
Table 2. Learning Motivation Scale Normality Test
Variable Index Normality Variable Category
Residual Data 0.476 0.977 Data is normally distributed
Source: Primary/Secondary Data, 2023
Based on Table 2. Indicates that the significance value of asiymp. Sig (2-tailed) of 0.977>0.05,
which means the anxiety data is normally distributed.
Table 3. Anxiety Scale Normality Test
Variable Index Normality Sig (p) Information
Residual Data 0.628 0.825 Data is normally distributed
Source: Primary/Secondary Data, 2023
Based on Table 3, shows the significance value of asiymp. Sig (2-tailed) of 0.825>0.05, which
means the anxiety data is normally distributed.
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Table 4. Linear Test of Learning Motivation and Anxiety Scale
Linearity Deviation from Linearity Information
Variable
F Sig (p) F Sig (p)
Learning 10,679 0.002 1.271 0.219 Linear
motivation*Anxiety
Source: Primary/Secondary Data, 2023
Based on Table 3. obtained the value of Deviation from Linearity Sig. By 0.219 > 0.05, it can be
concluded that there is a significant linear relationship between anxiety variables and learning
motivation variables.
Table 4. Hypothesis test
Hypothesis r 𝒓𝟐 Sig (p) Information
Anxiety -0.320 0.103 ,002 Significant
Learning motivation
Source: Primary/Secondary Data, 2023
Based on Table 4. Correlation test using Pearson's Product Moment method, it can be seen that the
significant value of 0.002 (p < 0.05) and the correlation coefficient of -0.320 which means that there is
a significant negative relationship between anxiety and student learning motivation during online
learning, the higher the anxiety, the lower the student's learning motivation; Conversely, the lower the
anxiety, the higher the student's learning motivation. The coefficient of determination of 0.103
contributed significantly to the variable anxiety to the decrease in student motivation in online learning
by 10.30%.
3.2.Discussion
Online learning in various parts of the world is inevitable due to the impact of the COVID-19
pandemic, where more than 12.2 billion students study outside the classroom (Li & Lalani, 2020).
However, many reports show that the implementation of online learning does not run smoothly, even
causing anxiety caused by students' incomprehension of the material delivered by the teacher, students'
difficulty in completing assignments according to the deadline given by the teacher, the instability of
the internet network in the area where students live, various technical obstacles they experience when
learning online, and a sense of worry about not being able to follow the next subject matter (Muhyidin,
2022; Oktawirawan, 2020). In addition, anxiety in online learning was proven to be found in
respondents in this study, namely 3.4% in the low category, 37.5% medium, and 59.1% high. This
means that most respondents experienced difficulties in online learning during the COVID-19
pandemic. The results of this study also corroborate previous research showing that most high school
students experience anxiety during the COVID-19 pandemic in moderate to high categories (Al Azzam
et al, 2021; Sari and Winingsih, 2021; Windarwati et al, 2022; Darmayanti et al, 2022).
Anxiety is a psychological condition and one of the important elements that become an intrinsic
factor that can affect student learning motivation (Ryan & Deci, 2000a). Meanwhile, Kaplan et al (2018)
illustrate that anxiety states will be higher associated with libidinal inhibition which Freud viewed as
biological anxiety, namely anxiety characterized by worry or fear derived from repressed thoughts or
expectations. The desire of students who prefer to learn face-to-face (offline) rather than online learning
which cannot be realized due to the situation of the spread of COVID-19 that is still happening, can
make this desire also repressed so that it will affect the student's learning motivation. In addition, Siregar
and Nara (2014) added that when students experience anxiety, their learning motivation will also
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decrease, but on the contrary if the psychological condition of students is good, then their learning
motivation tends to also increase.
The results of this study showed a correlation coefficient of -0.320 with a significant value of 0.002
(p < 0.05) which means that there is a significant negative relationship between anxiety and student
learning motivation in online learning during the COVID-19 pandemic. This means that the higher the
anxiety, the lower the student's learning motivation; Conversely, the lower the anxiety, the higher the
student's learning motivation. This result also corroborates the findings of Tam et al's research (2021)
which shows that the condition of learners in psychological aspects (anxiety) has a significant influence
on student learning motivation during online learning. Other findings also show that intrinsic motivation
has a large role in strengthening students or weakening students in participating in online learning. This
shows that anxiety is one of the psychological aspects that play a role in influencing student learning
motivation (Giriansyah & Pujiastuti, 2021).
The findings in this study also corroborate research conducted by Saputra et al (2023), that there is
a direct negative influence contributed by anxiety on student learning motivation in mathematics
learning. Other results also found that student anxiety had a significant influence on student learning
motivation. This is to the results obtained that student anxiety and learning motivation have a significant
influence on student learning outcomes where student anxiety and learning motivation have a partial
correlation (Putri & Kurniasari, 2020). In other research results, it was also found that the results of the
regression correlation test (β) of -0.075 with a significance of 0.00 (<0.05), showed that the higher the
motivation to learn, the lower the level of anxiety. Conversely, the lower the motivation, the higher the
motivation (Mukhayyaroh & Winta, 2024).
In this study also found a coefficient of determination of 0.103 contributed significantly to the
variable anxiety to the variable of learning motivation. This means that anxiety has contributed 10.30%
to the learning motivation of high school students during the COVID-19 pandemic. Meanwhile, there
are 89.70% of other factors not involved in this study that are predicted to affect student learning
motivation. These results suggest that anxiety contributes negatively to learning motivation. Decreased
learning motivation can result in disruption of student learning activities (Jamaris, 2015). If students do
not have the motivation to learn, the individual can't carry out learning activities (Djamarah, 2015). This
opinion is to the respondent's statement, that online learning can be done simultaneously with playing
gadgets, watching movies, eating, or can be left to sleep. This makes students not focus on receiving
the subject matter. As a result, students find it difficult to understand the subject matter which have an
impact on obtaining grades that are not optimal. Learning outcomes will be optimal if there is learning
motivation. Through learning motivation, students can develop activities and initiatives and can direct
and maintain harmony in carrying out learning activities (Sardiman, 2018). In addition, learning
motivation is a determining factor for the good and bad of the student learning process, thus impacting
the student's learning achievement (Sierra, 2020).
This online learning process also shows a change in educational interaction between teachers and
students who are usually face-to-face to screen with the help of online media, so students who are unable
to adapt quickly according to the demands of existing learning conditions will result in loss of
motivation (Sardiman, 2018). In addition, online learning from home can reduce learning motivation
due to family conditions, learning capacity, student conditions, monotonous learning, lack of learning
drive, and lack of teacher effort in teaching (Rahmania et al, 2021). From the results of other studies,
Izzatunnisa et al (2021) also found factors that reduce student learning motivation during online
learning, including; technological capabilities, internet network access connections, learning media
used, and student capacity for online learning. As a result, learning motivation in students who take part
in online learning amid the COVID-19 pandemic situation is decreasing, which can be seen from the
significance value of Mann-Whitney of 0.000 less than 0.05 (p<0.05) (Cahyani, 2020).
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Based on the description above, this study can provide a better understanding of how anxiety affects
student learning motivation. The results can help teachers, researchers, and policymakers to design more
targeted educational programs or interventions. For example, it is proven that anxiety turns out to be a
significant factor affecting student learning motivation, so schools can develop programs to reduce
anxiety especially in the face of difficult situations, such as the COVID-19 pandemic. Despite this, the
study also had limitations, researchers only considered one factor that influenced students' learning
motivation. There are many other factors, such as goals, learner abilities, learner conditions, learner
environment conditions, elements in learners, and teacher efforts in learning learners that can be
explored and tested for their effect on upper secondary students' learning motivation in emergencies,
such as the COVID-19 pandemic.
4. Conclusion
Based on the analysis of the results and discussion, it can be concluded that there is a significant
negative relationship between anxiety and the motivation to learn upper secondary students in online
learning. The higher the anxiety, the lower the student's learning motivation; Conversely, the lower the
anxiety, the higher the student's learning motivation. In addition, anxiety contributed 10.30% to the
motivation of upper secondary students in online learning, while 89.70% was influenced by other
factors not included in this study. As a suggestion, factors that affect learning motivation, such as goals,
learner abilities, learner conditions, learner environmental conditions, elements in learners, and teacher
efforts in learning learners can be explored and studied further in future research. In addition, qualitative
research is recommended to be carried out to analyze the psychological dynamics of the formation of
upper-secondary students' learning motivation in online learning during the post- COVID-19 pandemic.
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