Enhancing Mathematics Achievement Through Self-Confidence: A Correlational Study of Fifth-Grade Students in Indonesian Public Primary Schools

Background: Mathematics plays a crucial role in developing students’ cognitive abilities, including logical reasoning, problem-solving, and critical thinking. Despite its importance, students’ performance in mathematics across Indonesian primary schools remains unsatisfactory. Psychological factors such as self-confidence have been proposed as significant predictors of academic achievement, particularly in subjects requiring high cognitive engagement like mathematics. Aims: This study aims to investigate the correlation between self-confidence and mathematics learning outcomes among fifth-grade students in public elementary schools across the Kroya sub-district during the 2020/2021 academic year. Additionally, it seeks to quantify the extent to which self-confidence contributes to students' performance in mathematics. Methods: Employing a quantitative correlational design, this study involved 299 fifth-grade students selected through cluster random sampling from 15 schools. Data were collected using validated self-confidence questionnaires and mathematics achievement tests. Statistical analyses, including simple correlation and coefficient of determination, were conducted using SPSS with a 5% significance level. Results: Findings revealed a significant positive correlation between self-confidence and mathematics achievement (r = 0.504, p < 0.001). Self-confidence accounted for 25.4% of the variance in students’ mathematics learning outcomes, with the remaining 74.6% influenced by other factors such as learning motivation, readiness, and intelligence. Conclusion: The results underscore the importance of fostering self-confidence to enhance mathematics achievement in elementary education. Students with higher self-confidence tend to approach mathematical problems with greater resilience, independence, and optimism, leading to better learning outcomes. Therefore, educational stakeholders—teachers, curriculum developers, and policymakers—should integrate confidence-building strategies into instructional design and classroom practices. Emphasizing positive self-perception, emotional regulation, and student engagement may cultivate a supportive learning environment where students feel empowered to excel academically. These insights hold implications not only for local educational contexts but also contribute to the global discourse on the psychosocial determinants of academic success.