An Integrative Model of Mathematical Well-Being and Anxiety Reduction (I-WARM): Evidence from Teachers’ and Students’ Perspectives

Authors

  • Maria Martini Aba Universitas Muhammadiyah Kupang, Indonesia
  • Baiduri Universitas Muhammadiyah Malang, Indonesia
  • Siti Inganah Universitas Muhammadiyah Malang, Indonesia
  • Zainur Wula Universitas Muhammadiyah Kupang, Indonesia

DOI:

https://doi.org/10.33394/jk.v12i1.19688

Keywords:

Mathematical well-being, Mathematics anxiety, Integrative model, I-WARM

Abstract

This study aims to develop an Integrative Model of Mathematical Well-Being and Anxiety Reduction (I-WARM) based on the perspectives of secondary school teachers and students in Kupang City, Indonesia. A mixed-methods sequential exploratory design was employed, involving 211 students and 32 mathematics teachers. Quantitative data were collected through Likert-scale questionnaires to measure levels of mathematical well-being and mathematics anxiety, while qualitative data explored pedagogical practices and classroom environments that support students’ well-being. Quantitative data were analyzed using descriptive statistics to describe the level of each variable, instrument validity and reliability tests (through item-total correlation and Cronbach’s Alpha), and Pearson correlation analysis. Meanwhile, qualitative data were analyzed using thematic analysis techniques through the processes of data reduction, coding, categorization, and conclusion drawing. The findings indicate that students’ mathematical well-being was at a moderate to high level, whereas mathematics anxiety was at a moderate level. Correlation analysis revealed a significant negative relationship between mathematical well-being and mathematics anxiety (r = −0.236, p < 0.05). Qualitative results highlight autonomy-supportive teaching, competence development, and social relatedness as key protective factors against mathematics anxiety. By synthesizing Self-Determination Theory and Control-Value Theory, the proposed I-WARM model provides a conceptual roadmap for educators to foster resilient learning environments. These findings suggest that reducing anxiety requires a shift from deficit-based interventions to well-being-centered pedagogical strategies.

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Published

2026-03-14

How to Cite

Aba, M. M., Baiduri, Inganah, S., & Wula, Z. (2026). An Integrative Model of Mathematical Well-Being and Anxiety Reduction (I-WARM): Evidence from Teachers’ and Students’ Perspectives . Jurnal Kependidikan : Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran, Dan Pembelajaran, 12(1), 399–410. https://doi.org/10.33394/jk.v12i1.19688

Issue

Vol. 12 No. 1 (2026): March

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