The Effect of Parental Expectations on High School Students Test Anxiety: The Mediating Role of Academic Self-efficacy

Abstract

Test anxiety among high school students and its influencing factors have been widely concerned by researchers from all walks of life and various fields. While parental expectations are a remarkable family environment element affecting text anxiety of high school students, academic self-efficacy, as an individual factor, has a more direct impact on test anxiety. The research explores the correlation model between parents expectations and text anxiety using parental expectations as a family environment factor and academic self-efficacy as an individual factor, to reveal the mechanism of parental expectations and academic self-efficacy affecting test anxiety of high school students. In the research, select 420 students from high school as subjects using a cluster sampling way. The Parental Expectations Scale, Test Anxiety Scale, and Academic Self-Efficacy Scale were used to conduct questionnaire surveys and structural equation model analysis was used for data analysis. The results showed: (1) High school students parental expectations can indirectly influence test anxiety via the mediation of academic self-efficacy; (2) Academic self-efficacy mediates the association between parental expectations and text anxiety; (3) Parental expectations and test anxiety, academic self-efficacy, self-efficacy of academic competence, and efficacy of academic conduct were significantly and positively correlated; (4) test anxiety, academic self-efficacy and academic competence efficacy were significantly negatively correlated.