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year 15, Issue 1 (Spring 1 2026 2026)
Rooyesh 2026, 15(1): 21-30 |
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Khanjani Z, Nemati F, Abdulsajad Jode Al-Fatlawi M. (2026). Investigating the mediating role of academic self-efficacy in the relationship between teacher and parent support and test anxiety in high school students. Rooyesh. 15(1), 21-30. doi:10.66224/Rooyesh.15.1.21
URL: http://frooyesh.ir/article-1-6677-en.html
URL: http://frooyesh.ir/article-1-6677-en.html
1- Professor, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.
2- Associate Professor, Department of Psychology, Faculty Of Education And Psychology, University of Tabriz, Tabriz, Iran. ,radhiii1997@gmail.com
3- M.A. student in psychology, Department of Psychology, Faculty Of Education And Psychology, University of Tabriz, Tabriz, Iran.
2- Associate Professor, Department of Psychology, Faculty Of Education And Psychology, University of Tabriz, Tabriz, Iran. ,
3- M.A. student in psychology, Department of Psychology, Faculty Of Education And Psychology, University of Tabriz, Tabriz, Iran.
Abstract: (387 Views)
The present study aimed to investigate the mediating role of academic self-efficacy in the relationship between teacher and parent support and test anxiety in high school students. The study employed a descriptive-correlational design using path analysis. The statistical population included all high school students in the city of Diwaniyah during the 2025–2026 academic year. 382 students were selected through cluster random sampling. The research instruments included the Test Anxiety Scale (TAS; Driscoll, 2007), the Child and Adolescent Social Support Scale (CASSS; Malecki et al., 2000), and the Academic Self-Efficacy Scale (ASS; Greene et al., 2004). The data analysis method was path analysis. The fit indices indicated that the final model had a relatively good fit. Also, The findings showed that the direct effect of teacher and parent support on test anxiety in students was significant (P<0.01). Moreover, the indirect effect of teacher and parent support on test anxiety through academic self-efficacy was also significant (P<0.01). Based on the findings of this study, it can be concluded that teacher and parent support, mediated by academic self-efficacy, can explain test anxiety in students.
Type of Article: Research |
Subject:
General Psychology
Received: 2025/10/25 | Accepted: 2025/11/4 | ePublished: 2026/03/29
Received: 2025/10/25 | Accepted: 2025/11/4 | ePublished: 2026/03/29
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