Adolescents' perceived parental psychological control and test anxiety: Mediating role of academic self-efficacy

Abstract

We examined the relationship between parental psychological control and their children's test anxiety in the Chinese cultural context, and tested the mediating role of the children's academic self-efficacy in this relationship. Chinese high-school students (N = 401, 158 boys and 243 girls), aged between 15 and 18 years, completed a self-report survey assessing parental psychological control, academic self-efficacy, and test anxiety. The results showed a positive association between parental psychological control and the students' test anxiety. The students' academic self-efficacy was negatively correlated with parental psychological control and the students' test anxiety. Additionally, results of structural equation modeling indicated that the students' academic self-efficacy partially mediated the effect of their perception of parental psychological control on their test anxiety. These results reveal the negative influence of parental psychological control on their children's test anxiety and identify academic self-efficacy as a mediating variable through which parental psychological control exerts effects on their children's test anxiety.

Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China

“…The higher the score, the stronger the sense of ASE. This scale demonstrated good reliability and validity in previous studies (Liang, 2000;Shi et al, 2013;Xu et al, 2017). In the present study, the Cronbach's alpha coefficients of the Academic Competence Efficacy Subscale and the Academic Behavior Efficacy Subscale were 0.92 and 0.70, respectively.…”

What Affects Middle School Students’ English Anxiety in the EFL Context? Evidence from South Korea

“…The findings concurred with previous studies that found that maternal pressure reduced adolescents' sense of self-efficacy [10] as well as English anxiety [13]. Also, the paper confirmed the study that academic self-efficacy had a partial mediating role on parental psychological control and test anxiety [15]. The results are in a similar context to the results of the previous studies that reported a negative relation between English self-efficacy and English anxiety in elementary school students [17], as well as a negative association between English writing self-efficacy and English writing anxiety among middle school students [18].…”

“…Previous research [14] suggested that strategies on cognitive and behavioral regulation, such as organization and seeking peer assistance, had a significant impact on students' verbal efficacy, leading to the proposal that self-directed learning influences English self-efficacy. Moreover, a higher sense of parenting control could have a harming effect on academic self-efficacy [15] by increasing anxiety arousal [16]. From studies conducted in Korea, English self-efficacy was considered as an important factor in explaining English anxiety.…”

Perceived Paternal and Maternal Parenting Attributes among Chinese Adolescents: A Meta-Analysis

“…Other studies used self-developed measures [ 32 , 71 , 72 , 73 , 74 ]. Regarding the adaptation of measures among the included studies, thirty-one studies used translated measures [ 18 , 20 , 22 , 25 , 26 , 32 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 58 , 59 , 60 , 61 , 63 , 64 , 65 , 67 , 68 , 69 , 70 , 75 ], ten used non-translated measures [ 21 , 23 , 28 , 29 , 33 , 66 , 71 , 72 , 73 , 74 ], and two of them used both translated and non-translated measures [ 32 , 62 ]. The psychometric properties of the measures, such as validity and reliability, can be retrieved in each study included in this meta-analysis.…”