Priviet Social Sciences Journal

The role of social learning and social support in reducing academic anxiety and enhancing achievement motivation among students

by Albi Anggito ORCID , Putri Roka Ismail , Andreas Lubis , Claudia Marpaung
Vol. 5 No. 12 (2025): December 2025

Abstract

 

This study aims to examine the contribution of social learning and social support to reducing academic anxiety and stimulating achievement motivation in Elementary School Teacher Education students. The method used is a quantitative correlational approach involving a total of 150 undergraduate students selected through proportional random sampling. The Likert scale instruments used included social learning, social support, academic anxiety, and student achievement motivation. Data analysis used in this study is multiple regression and mediation with the aim of testing the direct and indirect relationships between variables. The research findings provide information that social learning significantly reduces academic anxiety and increases student achievement motivation. Other findings of the research show that social support has a direct and significant effect on increasing achievement motivation and functions as a partial mediator in the relationship between social learning and achievement motivation. Data analysis of academic anxiety also shows a negative effect on achievement motivation, indicating that academic anxiety becomes a psychological barrier to optimal academic achievement. The results of this study also demonstrate the central role of collaborative learning environments and mutually supportive social interactions in improving the emotional well-being and increasing the motivation of student teachers. The practical implications of this research for higher education institutions highlight the need to strengthen peer learning structures, mentoring systems, and socio-emotional support services. This study also contributes to the relevant literature by integrating social learning theory and social support theory in the context of elementary school teacher education. Furthermore, this study provides comprehensive data to understand how social and psychological factors can work together to shape students' academic motivation.

References

  1. Ansani, & Samsir, H. M. (2022). Bandura’s Modeling Theory. Jurnal Multidisiplin Madani, 2(7), 3067–3080. https://doi.org/10.55927/mudima.v2i7.692
  2. Arefian, M. H., & Esfandiari, R. (2024). E-learning-oriented assessment and collaborative reflection for situated learning in language teacher education. Language Testing in Asia, 14(1). https://doi.org/10.1186/s40468-024-00305-0
  3. Azhari, S. C., Saepulmilah, C., & Meita, T. (2022). Development of Literature Academic Anxiety From 2002-2021: A Bibliometric Analysis Approach. Indonesian Journal Education, 1(1), 1–10. https://doi.org/10.56495/ije.v1i1.171
  4. Bandura, A. (1997). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi.org/https://doi.org/10.1037//0033-295x.84.2.191
  5. Calafell, M. N., Calderon, C., & Gustems, J. (2024). Spanish Students Undertaking Teacher Training Degrees. 17(1), 513–532. https://doi.org/10.29333/iji.2024.17127a
  6. Cohen, S. (2004). Social relationships and health. American Psychologist, 59(8), 676–684. https://doi.org/10.1037/0003-066X.59.8.676
  7. Dlouhá, J., Barton, A., Janoušková, S., & Dlouhý, J. (2013). Social learning indicators in sustainability-oriented regional learning networks. Journal of Cleaner Production, 49, 64–73. https://doi.org/10.1016/j.jclepro.2012.07.023
  8. Drageset, J. (2021). Social support. In Health Promotion in Health Care – Vital Theories and Research (Vol. 6). https://doi.org/10.1891/0739-6686.6.1.85
  9. Firdania, N., & Eryani, R. D. (2022). Hubungan Stres Akademik dengan Motivasi Berprestasi Mahasiswa saat Pembelajaran Daring di Kota Bandung. Bandung Conference Series: Psychology Science, 2(1), 582–589. https://doi.org/10.29313/bcsps.v2i1.2239
  10. Fitriani, W., Haryanto, H., & Atmojo, S. E. (2020). Motivasi Berprestasi dan Kemandirian Belajar Mahasiswa saat Pembelajaran Daring. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(6), 828. https://doi.org/10.17977/jptpp.v5i6.13639
  11. Gottlieb, B. H., & Bergen, A. E. (2010). Social support concepts and measures. Journal of Psychosomatic Research, 69(5), 511–520. https://doi.org/10.1016/j.jpsychores.2009.10.001
  12. Haas, J. P.-, Waqar, L., Upsher, R., Foster, J., Byrom, N., & Oates, J. (2024). A systematic review of peer support interventions for student mental health and well-being in higher education. BJPsych Open, 10(1), 1–16. https://doi.org/10.1192/bjo.2023.603
  13. Hasan, M., Arisah, N., Ratnah S, Ahmad, M. I. S., & Miranda. (2023). Experiential Learning Model for the Development of Collaborative Skills through Project Based Learning Practicum. JPI (Jurnal Pendidikan Indonesia), 12(2), 340–349. https://doi.org/10.23887/jpiundiksha.v12i2.57376
  14. Hidayat, R., & Ramli, M. (2019). Shaping A Student Self Efficacy Academic Through Live Modeling Technique (A Synthesis of Observational Learning in Social Cognitive Theory). GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan Dan Konseling, 8(1), 1–9. https://doi.org/10.24127/gdn.v8i1.1163
  15. Hooda, M., & Saini, A. (2017). Academic Anxiety: An Overview. Educational Quest: An Int. J. of Education and Applied Social Science, 8(3), 807–810. https://doi.org/10.5958/2230-7311.2017.00139.8
  16. Horsburgh, J., & Ippolito, K. (2018). A skill to be worked at: Using social learning theory to explore the process of learning from role models in clinical settings. BMC Medical Education, 18(1), 1–8. https://doi.org/10.1186/s12909-018-1251-x
  17. Humeijia, X. (2021). The Functions of Observational Learning in the Learning Processes-Take Two Experiments of Modeling Learning as Examples. 7th International Conference on Humanities and Social Science Research (ICHSSR 2021), 554(Ichssr), 690–695. https://www.atlantis-press.com/proceedings/ichssr-21/125956874
  18. Jia, Y., & Cheng, L. (2022). The Role of Academic Buoyancy and Social Support on English as a Foreign Language Learners’ Motivation in Higher Education. Frontiers in Psychology, 13(May). https://doi.org/10.3389/fpsyg.2022.892603
  19. Kachaturoff, M., Caboral-Stevens, M., Gee, M., & Lan, V. M. (2020). Effects of peer-mentoring on stress and anxiety levels of undergraduate nursing students: An integrative review. Journal of Professional Nursing, 36(4), 223–228. https://doi.org/10.1016/j.profnurs.2019.12.007
  20. Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review. Research Papers in Education, 35(6), 641–680. https://doi.org/10.1080/02671522.2019.1615116
  21. Koutroubas, V., & Galanakis, M. (2022). Bandura’s Social Learning Theory and Its Importance in the Organizational Psychology Context. Journal of Psychology Research, 12(6), 315–322. https://doi.org/10.17265/2159-5542/2022.06.001
  22. Kramer, E., & Hsieh, E. (2021). Social Support. John Wiley & Sons, Inc. P.
  23. Leeuwen, A. van, & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27(July 2018), 71–89. https://doi.org/10.1016/j.edurev.2019.02.001
  24. Lewis, F., Edmonds, J., & Fogg-Rogers, L. (2021). Engineering science education: the impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers. International Journal of Science Education, 43(5), 793–822. https://doi.org/10.1080/09500693.2021.1887544
  25. Lixing, M., & Caiga, B. (2024). Social Support, Achievement Goal Orientation and Learning Motivation Among Chinese College Students. Asia Pacific Journal of Management and Sustainable Development, 12(2), 100–112. https://doi.org/10.70979/ywrs3933
  26. Manik, S., Sembiring, M., Padang, I., & Manurung, L. (2022). Theory of Bandura’s Social Learning in The Process Of Teaching at SMA Methodist Berastagi Kabupaten Karo. Jurnal Visi Pengabdian Kepada Masyarakat, 3(2), 85–96. https://doi.org/10.51622/pengabdian.v3i2.729
  27. Marianty, D., Hidayati, A., Widodo, P. B., & Diponegoro, U. (2025). Peran Guru dan Upaya Sekolah Dalam Menangani Kesehatan Mental Siswa di Indonesia: Tinjauan Literatur Sistematis. Fathana:Jurnal Psikologi Ar-Raniry, 3(1), 49–63. https://doi.org/10.22373/fjpa.v3i1.587
  28. McClelland, D. C. (1975). The Achievement Motivation. Irvington Publishers.
  29. Miranda, N. T., Putri, D. A., Al-‘adawiyah, R., Anggreani, S. D. N., & Utomo, Y. (2024). Pembelajaran IPA yang Efektif melalui Pendidikan Sosial dan Emosional (PSE). Journal of Innovation and Teacher Professionalism, 2(1), 101–109. https://doi.org/10.17977/um084v2i12024p101-109
  30. Nova, A., Purba, B., Nauly, M., Hadiati, L., & Profesi, M. P. (2025). Facing Academic Stress: The Role of Hardiness and the Moderating Effect of Social Support in Psychology Students Menghadapi Stres Akademik: Peran Hardiness dan Moderasi Dukungan Sosial pada Mahasiswa Psikologi. Psikostudia Jurnal Psikologi, 14(1), 16–24. http://dx.doi.org/10.30872/psikostudia.v14i1
  31. Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
  32. Prasetyo, A., & Laili, N. (2023). Hubungan Antara Self-Regulated Learning dengan Motivasi Belajar Siswa SMA Hang Tuah 2 Sidoarjo pada Masa Pandemi. Emergent Journal of Educational Discoveries and Lifelong Learning (EJEDL), 2(3), 1–10. https://doi.org/10.47134/emergent.v2i3.1
  33. Prayitno, H. A., & Andayani, B. (2023). The Relationship Between Peer Social Support and Academic Stress Among University Students During the COVID-19 Pandemic [Hubungan Antara Dukungan Sosial Teman Sebaya dan Stres Akademik Mahasiswa Selama Pandemi COVID-19]. ANIMA Indonesian Psychological Journal, 38(1), 038106. https://doi.org/10.24123/aipj.v38i1.4711
  34. Puspitasari, Y., Lasan, B. B., & Setiyowati, A. J. (2021). Hubungan Dukungan Sosial dan Efikasi Diri terhadap Motivasi Berprestasi Siswa SMA. Jurnal Pembelajaran, Bimbingan, Dan Pengelolaan Pendidikan, 1(10), 838–846. https://doi.org/10.17977/um065v1i102021p838-846
  35. Rahayu, E., Wenefrida, A. A. H., & Yuliamir, H. (2020). Pengaruh Motivasi Intrinsik, Lingkungan Belajar, Dan Dukungan Keluarga Terhadap Semangat Belajar Mahasiswa Program Pascasarjana Sekolah Tinggi Ilmu Ekonomi Pariwisata Indonesia. Jurnal Manajemen STIE Muhammadiyah Palopo, 6(2), 71. https://doi.org/10.35906/jm001.v6i2.600
  36. Ramadona, T., & Monika, M. (2023). Pengaruh Dukungan Sosial Dan Konsep Diri Terhadap Motivasi Belajar Mahasiswa (Studi Pada Masa Pandemi Covid-19). Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 6(2), 368–377. https://doi.org/10.24912/jmishumsen.v6i2.19123.2022
  37. Simón, E. J. L., Puerta, J. G., Malagón, G. M. C., & Gijón, M. K. (2024). Influence of Self-Efficacy, Anxiety and Psychological Well-Being on Academic Engagement During University Education. Education Sciences, 14(12). https://doi.org/10.3390/educsci14121367
  38. Theelen, H., van den Beemt, A., & Brok, P. den. (2022). Enhancing authentic learning experiences in teacher education through 360-degree videos and theoretical lectures: reducing preservice teachers’ anxiety. European Journal of Teacher Education, 45(2), 230–249. https://doi.org/10.1080/02619768.2020.1827392
  39. Toreid, H. E., Mosseng Sjølie, B. H., Bjørbæk, S. A., & Köhler, M. (2025). Digital peer mentoring in higher education: Results from a qualitative study involving digital part-time nursing students. Heliyon, 11(4). https://doi.org/10.1016/j.heliyon.2025.e42454
  40. Vrieling, E., Van Den Beemt, A., & De Laat, M. (2016). Whats in a name: Dimensions of social learning in teacher groups. Teachers and Teaching: Theory and Practice, 22(3), 273–292. https://doi.org/10.1080/13540602.2015.1058588
  41. Werdhiastutie, A., Suhariadi, F., & Partiwi, S. G. (2020). Achievement Motivation as Antecedents of Quality Improvement of Organizational Human Resources. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(2), 747–752. https://doi.org/10.33258/birci.v3i2.886
  42. Yawa, A. W., Balarabe, M., & Bello, R. M. (2021). Relationship among Test Anxiety, Academic Motivation and Academic Achievement of Universities Students in North – West Zone, Nigeria. The International Journal of Humanities & Social Studies, 9(1), 145–150. https://doi.org/10.24940/theijhss/2021/v9/i1/hs2101-042
  43. Yeni, S., Dimala, C. P., & Siregar, L. M. (2019). Kontribusi Dukungan Sosial Terhadap Kecemasan Dalam Menyusun Skripsi Pada Mahasiswa Universitas Buana Perjuangan Karawang. PSYCHOPEDIA : Jurnal Psikologi Universitas Buana Perjuangan Karawang, 4(1), 22–29. https://doi.org/10.36805/psikologi.v4i1.588
  44. Zahid, S., Jamal, R., & Hassan, B. (2025). Role of Perceived Social Support in Stress, Life Satisfaction and Academic Performance Among University Students. Pakistan Journal of Psychological Research, 40(1), 207–223. https://doi.org/10.33824/PJPR.2025.40.1.13
  45. Zhou, J. (2025). The Exploration of Effects of Anxiety, Motivation and Gender on Students Academic Performance. Lecture Notes in Education Psychology and Public Media, 85(1), 79–85. https://doi.org/10.54254/2753-7048/2025.21100