The Impact of Learning Environment and Learning Anxiety on School Disaffection

Abstract

This study aims to find out how the learning environment and learning anxiety affect the dissatisfaction of elementary school students, as well as to look at the role of mediating and moderation factors in these relationships. We analyzed several elementary schools in the Cirebon area, West Java. The learning environment encompasses the physical, social, and emotional conditions in the school that students feel on a daily basis. When this environment is unsupportive or uncomfortable, students tend to feel unhappy at school. On the other hand, learning anxiety such as fear of failure, anxiety about exams, or academic stress can also exacerbate negative feelings towards school. This study used a mediated analysis approach to see if learning anxiety is a relationship between a poor learning environment and school dissatisfaction. In addition, moderation analysis is also used to find out whether certain factors strengthen or weaken the relationship. This study uses a quantitative research design with a survey method to collect data from students through standardized questionnaires. To analyze the data, researchers used two software, namely SmartPLS with the SEM-PLS method and SPSS with the regression method using PROCESS Macro. The number of samples used was 240 students consisting of 120 male students and 120 female students with an age range between 9-12 years according to their grade level. The results show that learning anxiety does play a mediator, while several other factors can affect how strongly the learning environment affects students' feelings. These findings are important for teachers and schools in creating a more supportive environment for students to feel more comfortable, safe, and satisfied during the learning process at school.