Social Support and Emotional Maturity to Reduce Students’ Online Learning Anxiety During Covid-19 Pandemic

Andik Matulessy, Sahat Saragih, Nawafil, Hengki Hendra Pradana, Moses Glorino Rumambo Pandin

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


The COVID-19 pandemic in Indonesia makes significant impact both physically and psychologically. One month after the President of the Republic of Indonesia announced about the COVID-19 patient cases, the Indonesian Child Protection Commission data during April 2020, depicted that 76.7% of children were not happy to participate in distance learning because 81.8% were only given assignments by the teacher and 73.2% felt they had a heavy task and had a short period of time to complete. This reaction is an indicator of the children’s anxiety about distance learning. The anxiety that occurs in these students is assumed to depend on their social support and emotional maturity. When students get optimal family support and are able to control their emotions in the face of a pandemic, they can reduce anxiety in facing online learning. The subjects of this study were 202 junior high and high school students. The results showed that social support and emotional maturity simultaneously affect anxiety in online learning (Freg = 45.066, p = 0.00 <0.01). These results can be used as a basis for providing psycho-education to increase family support and emotional maturity to reduce anxiety in online learning

Original languageEnglish
Pages (from-to)1752-1760
Number of pages9
JournalReview of International Geographical Education Online
Issue number8
Publication statusPublished - 2021


  • Social support
  • anxiety
  • education
  • emotional maturity
  • online learning


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