1. Home
  2. Vol 11, No 1 (2025)
  3. Warnaningtyas

Numeracy, verbal skills, learning motivation, and self-regulation as predictors of academic success in high school

Murtiatmi Warnaningtyas (1), Dwi Sulisworo (2), Moh Toifur (3),
(1) Universitas Ahmad Dahlan  Indonesia
(2) Universitas Ahmad Dahlan  Indonesia
(3) Universitas Ahmad Dahlan  Indonesia

Corresponding Author


DOI : https://doi.org/10.29210/020254661

Full Text:    Language : en

Abstract


This study explores the influence of numerical literacy, verbal ability, learning motivation in science, and self-regulation on academic achievement among high school students. In today's dynamic educational landscape, success requires more than academic knowledge—it also demands motivation and self-directed learning strategies. This research aimed to examine how these four factors interrelate to predict learning outcomes. Employing an ex-post facto quantitative design, data were collected from 119 high school students across four schools using validated questionnaires and learning outcome assessments. The variables included numerical literacy, verbal ability, and science learning motivation as independent variables, self-regulation as a mediating variable, and academic achievement as the dependent variable. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that all three independent variables significantly and positively affected self-regulation: numerical literacy (β = 0.410, p < 0.001), verbal ability (β = 0.291, p < 0.01), and science learning motivation (β = 0.215, p < 0.05). Furthermore, self-regulation positively influenced academic achievement (β = 0.405, p < 0.001). These findings underscore the critical role of self-regulation as a bridge between cognitive skills and academic performance. By strengthening students’ ability to manage their own learning, educators can enhance academic success, especially in numeracy and science-based learning environments.

Keywords


Academic Success; Learning Motivation; Numeracy; Self-Regulation; Verbal Skills

References


Afni, N., & Hartono. (2020). Contextual teaching and learning (CTL) as a strategy to improve students mathematical literacy. Journal of Physics: Conference Series, 1581(1), 012043. https://doi.org/10.1088/1742-6596/1581/1/012043

Ali, B. M. (2011). A critical study of effectiveness of online learning on students’ achievement. I-Manager’s Journal of Educational Technology, 7(4), 28–34.

Ambaryani, S. E., & Winarti, W. (2019). Self-Regulated Learning Strategy Based on Problem Solving to Improve The Learners’ Learning Outcomes. Jurnal Pembelajaran Fisika, 9(1), 59–72. https://doi.org/10.23960/jpf.v9.n1.202106

Amyar, A., Modzelewski, R., Li, H., & Ruan, S. (2020). Multi-task deep learning based CT imaging analysis for COVID-19 pneumonia: Classification and segmentation. Computers in Biology and Medicine, 126, 104037. https://doi.org/10.1016/j.compbiomed.2020.104037

Bala, R., Sulisworo, D., & Maryani, I. (2020). The analysis of self-regulation learning on elementary schools at the rural area in Indonesia. Universal Journal of Educational Research, 8(2). https://doi.org/10.13189/ujer.2020.080209

Cho, M.-H., Cheon, J., & Lim, S. (2021). Preservice teachers’ motivation profiles, self-regulation, and affective outcomes in online learning. Distance Education, 42(1), 37–54.

Clark, R., Menna, R., McAndrew, A. J., & Johnson, E. M. (2021). Language, aggression, and self-regulation in young children. Journal of Emotional and Behavioral Disorders, 29(3), 135–147.

Code, J. (2020). Agency for Learning: Intention, Motivation, Self-Efficacy and Self-Regulation. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00019

Cokely, E. T., Feltz, A., Ghazal, S., Allan, J. N., Petrova, D., & Garcia-Retamero, R. (2018). Decision making skill: From intelligence to numeracy and expertise. Cambridge Handbook of Expertise and Expert Performance, 2018, 476–505.

Díez-Palomar, J. (2019). Dialogic mathematics gatherings: encouraging the other women’s critical thinking on numeracy. ZDM, 52(3), 473–487. https://doi.org/10.1007/s11858-019-01092-2

Dresel, M., & Haugwitz, M. (2006). The relationship between cognitive abilities and self‐regulated learning: evidence for interactions with academic self‐concept and gender. High Ability Studies, 16(02), 201–218.

Dumitru, T. C. (2021). Motivation and its challenges to learning. Studia Universitatis Moldaviae (Seria Ştiinţe Ale Educaţiei), 149(9), 43–48.

El-Adl, A., & Alkharusi, H. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Sciences, 15(1), 104–111. https://doi.org/10.18844/cjes.v15i1.4461

Fatmaryanti, S. D., Pratiwi, U., Akhdinirwanto, R. W., & Sulisworo, D. (2022). A task model for supporting virtual laboratory based on inquiry skills, social and scientific communication. International Journal of Evaluation and Research in Education (IJERE), 11(1), 385. https://doi.org/10.11591/ijere.v11i1.21737

Frick, M. A., Forslund, T., & Brocki, K. C. (2019). Does child verbal ability mediate the relationship between maternal sensitivity and later self‐regulation? A longitudinal study from infancy to 4 years. Scandinavian Journal of Psychology, 60(2), 97–105.

Gabriel, F., Buckley, S., & Barthakur, A. (2020). The impact of mathematics anxiety on self-regulated learning and mathematical literacy. Australian Journal of Education, 64(3), 227–242.

Gares, S. L., Kariuki, J. K., & Rempel, B. P. (2020). Community Matters: Student–Instructor Relationships Foster Student Motivation and Engagement in an Emergency Remote Teaching Environment. Journal of Chemical Education, 97(9), 3332–3335. https://doi.org/10.1021/acs.jchemed.0c00635

Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC Medical Education, 20(1), 76. https://doi.org/10.1186/s12909-020-01995-9

Iswara, H. S., Ahmadi, F., & Da Ary, D. (2022). Numeracy literacy skills of elementary school students through ethnomathematics-based problem solving. Interdisciplinary Social Studies, 2(2), 1604–1616.

Klepsch, M., & Seufert, T. (2020). Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load. Instructional Science, 48(1), 45–77. https://doi.org/10.1007/s11251-020-09502-9

Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23–40. https://doi.org/10.1007/bf03173109

Lauermann, F., & Butler, R. (2021). The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes. In Educational Psychologist (Vol. 56, Issue 4, pp. 243–249). Taylor & Francis.

Lee-Post, A. (2019a). Developing numeracy and problem-solving skills by overcoming learning bottlenecks. Journal of Applied Research in Higher Education, 11(3), 398–414. https://doi.org/10.1108/jarhe-03-2018-0049

Lee-Post, A. (2019b). Developing numeracy and problem-solving skills by overcoming learning bottlenecks. Journal of Applied Research in Higher Education, 11(3), 398–414.

Liebermann, D., Giesbrecht, G. F., & Müller, U. (2007). Cognitive and emotional aspects of self-regulation in preschoolers. Cognitive Development, 22(4), 511–529.

Loderer, K., Pekrun, R., & Lester, J. C. (2020). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction, 70, 101162.

Maryani, I., Estriningrum, U., & Nuryana, Z. (2023). Self-regulated Learning and Creative Thinking Skills of Elementary School Students in the Distance Education during the COVID-19 Pandemic. Creativity Studies, 16(2), 496–508. https://doi.org/10.3846/cs.2023.15278

Maryani, N., & Widjajanti, D. B. (2020). Mathematical literacy: How to improve it using contextual teaching and learning method? Journal of Physics: Conference Series, 1581(1), 012044. https://doi.org/10.1088/1742-6596/1581/1/012044

Nurwahid, M., & Ashar, S. (2022). A Literature Review: Efforts to Overcome Student’s Mathematical Literacy. Jurnal Eksakta Pendidikan (JEP), 6(2), 214–221. https://doi.org/10.24036/jep/vol6-iss2/666

Otero, I., Salgado, J. F., & Moscoso, S. (2022). Cognitive reflection, cognitive intelligence, and cognitive abilities: A meta-analysis. Intelligence, 90, 101614.

Peters, E., & Shoots-Reinhard, B. (2022). Numeracy and the motivational mind: the power of numeric self-efficacy. Medical Decision Making, 42(6), 729–740.

Putarek, V., & Pavlin-Bernardić, N. (2019). The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating. European Journal of Psychology of Education, 35(3), 647–671. https://doi.org/10.1007/s10212-019-00443-7

Ramachandran, R., Jacobs, M. S., Lavine, A. S., & Levis-Fitzgerald, M. (2021). Holistic Assessment Framework for General Education Program Review. The Journal of General Education, 70(1–2), 85–110. https://doi.org/10.5325/jgeneeduc.70.1-2.0085

Raudenbush, S. W., Hernandez, M., Goldin-Meadow, S., Carrazza, C., Foley, A., Leslie, D., Sorkin, J. E., & Levine, S. C. (2020). Longitudinally adaptive assessment and instruction increase numerical skills of preschool children. Proceedings of the National Academy of Sciences of the United States of America, 117(45), 27945–27953. https://doi.org/10.1073/pnas.2002883117

Rosnelli, R., & Ristiana, P. A. (2023). Independent Curriculum Learning Management to Improve Students’ Literacy and Numerical Competence in Schools. International Journal of Education in Mathematics, Science and Technology, 11(4), 946–963. https://doi.org/10.46328/ijemst.3513

Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing : Official Journal of the National Organization for Assciate Degree Nursing, 16(1), 85–88. https://doi.org/10.1016/j.teln.2020.09.002

Sermsri, N., Sukkamart, A., & Kantathanawat, T. (2021). Thai information and communication technology student teacher complex problem-solving skills. Cypriot Journal of Educational Sciences, 16(5), 2209–2222. https://doi.org/10.18844/cjes.v16i5.6247

Sherkat, D. E. (2022). Race, Gender, and the Relationship Between Religious Factors and Verbal Ability: An Intersectional Approach. Journal for the Scientific Study of Religion, 61(3–4), 603–618. https://doi.org/10.1111/jssr.12805

Sirota, M., Dewberry, C., Juanchich, M., Valuš, L., & Marshall, A. C. (2021). Measuring cognitive reflection without maths: Development and validation of the verbal cognitive reflection test. Journal of Behavioral Decision Making, 34(3), 322–343.

Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82–95. https://doi.org/10.1016/j.cogdev.2018.04.005

Sulisworo, D., Fatimah, N., Sunaryati, S. S., & Sanidi, S. (2020). A quick study on SRL profiles of online learning participants during the anticipation of the spread of COVID-19. International Journal of Evaluation and Research in Education (IJERE), 9(3), 723. https://doi.org/10.11591/ijere.v9i3.20642

Sulisworo, D., Fitrianawati, M., Maryani, I., Hidayat, S., Agusta, E., & Saputri, W. (2020). Students’ self-regulated learning (SRL) profile dataset measured during Covid-19 mitigation in Yogyakarta, Indonesia. Data in Brief, 33. https://doi.org/10.1016/j.dib.2020.106422

Sulisworo, D., & Suryani, F. (2014). The Effect of Cooperative Learning, Motivation, and Information Technology Literacy to Achievement. International Journal of Learning and Development, 4(2), 58. https://doi.org/10.5296/ijld.v4i2.4908

Syefrinando, B., Daryanto, M., & Salma, H. (2020). Students’ Self-Regulation and Motivation in Learning Science. International Journal of Evaluation and Research in Education, 9(4), 865–873.

Trust, T., Woodruff, N., Checrallah, M., & Whalen, J. (2021). Educators’ interests, prior knowledge and questions regarding augmented reality, virtual reality and 3D printing and modeling. TechTrends, 65, 548–561.

Wormeli, R. (2023). Differentiation. Routledge. https://doi.org/10.4324/9781032681009

Zheng, B., Chang, C., Lin, C.-H., & Zhang, Y. (2021). Self-efficacy, academic motivation, and self-regulation: how do they predict academic achievement for medical students? Medical Science Educator, 31, 125–130.


Article Metrics

 Abstract Views : 259 times
 PDF Downloaded : 0 times

Refbacks

  • There are currently no refbacks.