The STAR Reflective Growth Cycle: An Integrative Framework Linking Growth Mindset, Mathematics Anxiety, and Fraction Numeracy in Elementary Teacher Education.
Mathematics anxiety and limited understanding of fractions remain persistent challenges in elementary teacher education, often constraining conceptual learning and instructional confidence. Addressing these challenges requires learning frameworks that integrate cognitive, affective, and reflective p...
| Publicado en: | Pertanika Journal of Social Sciences & Humanities Vol. 34; no. 2; pp. 807 - 829 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Universiti Putra Malaysia
Apr2026
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=193950340&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 193950340 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01287702 TKQ jtl: Pertanika Journal of Social Sciences & Humanities issn: 01287702 maglogo: N pubinfo: dt: Apr2026 vid: 34 iid: 2 pid: 20751 pub: Universiti Putra Malaysia artinfo: ui: 193950340 10.47836/pjssh.34.2.12 ppf: 807 ppct: 22 formats: fmt: @attributes: type: P size: 3.9MB tig: atl: The STAR Reflective Growth Cycle: An Integrative Framework Linking Growth Mindset, Mathematics Anxiety, and Fraction Numeracy in Elementary Teacher Education. aug: au: Nasiruddin, Fathimah Az Zahra Nusantara, Toto Hidayanto, Erry Hidayah, Indriati Nurul Indrawati, Nenny affil: S3 Pendidikan Matematika, Universitas Negeri Malang, Jl. Cakrawala No.5, Sumbersari, Kec. Lowokwaru, Kota Malang, 65145 Jawa Timur, Indonesia S3 Ilmu Pendidikan, Univeritas Negeri Makassar, Jl. A. P. Pettarani, Tidung, Kec. Rappocini, Kota Makassar, 90222 Sulawesi Selatan, Indonesia su: Math anxiety Numeracy Reflective learning Mixed methods research Cognitive development Elementary school teaching Student teachers sug: subj: Math anxiety Numeracy Reflective learning Mixed methods research Cognitive development Elementary school teaching Student teachers keyword: Elementary teacher education fraction numeracy growth mindset mathematics anxiety reflective self-assessment ab: Mathematics anxiety and limited understanding of fractions remain persistent challenges in elementary teacher education, often constraining conceptual learning and instructional confidence. Addressing these challenges requires learning frameworks that integrate cognitive, affective, and reflective processes. This study examines the relationships among growth mindset, mathematics anxiety, and fraction numeracy within the framework of the STAR Reflective Growth Cycle, an integrative reflective learning framework for pre-service elementary teachers. An explanatory sequential mixed-methods design was employed involving 71 pre-service teachers. Quantitative data were collected using a growth mindset scale, a mathematics anxiety scale, and a fraction numeracy test. Qualitative data were obtained through structured self-assessment reflections aligned with the four-STAR phases: self-awareness, take action, analysis and self-assessment, and rise and growth. The results indicate that a growth mindset is positively associated with fraction numeracy and negatively associated with mathematics anxiety. Regression analysis further shows that a growth mindset significantly predicts fraction numeracy performance, accounting for 35.9% of the variance. These relationships should be interpreted as associative rather than causal, consistent with the correlational design of the study. Qualitative findings reveal a gradual shift from anxiety and avoidance toward reflective persistence, strategic engagement, and increased confidence across the STAR phases. These findings provide interpretive insight into participants' experiences rather than evidence of causal impact. Overall, the findings suggest the potential relevance of structured reflective learning frameworks that integrate belief, emotion, and self-assessment in understanding numeracy development within elementary teacher education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Pertanika Journal of Social Sciences & Humanities is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Pertanika Journal of Social Sciences & Humanities holder: Universiti Putra Malaysia dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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