Dynamics of Psychological Factors in Elementary School Students' Learning Difficulties

Abstract

This study aims to analyze the dynamics of psychological factors underlying elementary school students' learning difficulties and to identify the types of difficulties experienced and teachers' efforts to address them. The study used a descriptive qualitative approach to gain an in-depth understanding of students' experiences in the learning process. Participants consisted of students experiencing learning difficulties and classroom teachers involved in the learning process. Data were collected through interviews, observation, and documentation, then analyzed interactively through data reduction, data presentation, and conclusion drawing. The results indicate that students' learning difficulties are not only related to academic ability but are also influenced by psychological dynamics including low learning motivation, lack of interest in learning, difficulty maintaining concentration, low self-confidence, and anxiety when facing assignments and evaluations. These conditions appear to be interrelated and can affect student engagement and responses during learning. These findings suggest that understanding learning difficulties requires considering students' psychological aspects comprehensively. Teachers need to implement supportive learning approaches, provide positive reinforcement, and create a safe and responsive learning environment to students' needs. Future research can expand the study to a more diverse school context and student characteristics.