Academic Self-Efficacy and Test Anxiety in High School Students: A Conditional Process Model of Academic Buoyancy and Peer Support

Autor/inn/en	Lei, Weina; Zhang, Huan; Deng, Wenbo; Wang, Hongyan; Shao, Faxian; Hu, Weiping
Titel	Academic Self-Efficacy and Test Anxiety in High School Students: A Conditional Process Model of Academic Buoyancy and Peer Support
Quelle	In: School Psychology International, 42 (2021) 6, S.616-637 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lei, Weina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343211039265
Schlagwörter	Academic Achievement; Self Efficacy; Test Anxiety; High School Students; Adolescents; Peer Relationship; Social Support Groups; Resilience (Psychology); Coping; Correlation; Foreign Countries; China + Suchen Sie Ihr Suchwort? Schulleistung; Self-efficacy; Selbstwirksamkeit; Examination phobia; Testangst; Prüfungsangst; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Peer-Beziehungen; Social support; Soziale Unterstützung; Bewältigung; Korrelation; Ausland
Abstract	Based on social cognitive theory and ecological systems theory, this study constructed a conditional process model to explore the relationship between academic self-efficacy and test anxiety as well as underlying psychological mechanisms through academic buoyancy and peer support. A sample of Chinese high school students (N = 560) completed questionnaires assessing academic self-efficacy, academic buoyancy, peer support, and test anxiety. Structural equation modeling (SEM) revealed an indirect effect of academic self-efficacy on test anxiety through academic buoyancy. Moreover, the results of the conditional process analysis demonstrated that this indirect effect was moderated by peer support. The findings suggested that both personal positive psychological characteristics (e.g., academic buoyancy) and school environmental factors (e.g., peer support) are protective factors for test anxiety in high school students. Limitations and implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01