Relationship between Perceived Social Support and Academic Resilience with students' Test Anxiety

Test anxiety is one of the most common educational problems among students that is growing, and therefore it is important to know the factors affecting it. Accordingly, the present study was conducted to investigate the relationship between perceived social support and academic resilience with test anxiety. The method of the present study is descriptive and correlational. The statistical population included all- female high school students in Kashan in the academic year 1399-1400. Three hundred and sixteen students were selected by multi-stage cluster sampling. To collect data, the Multidimensional Social Support Scale of Zimet et al. (1988), the Martin Academic Equality Questionnaire (2003), and the Spielberger Test Anxiety Scale (1980) were used. Pearson correlation test and regression analysis with SPSS software were used to analyze the data. The results of data analysis showed that test anxiety had a significant relationship with social support (r = -0 <23, p <0.01) and academic resilience (r = -0.63, p <0.01). The results of regression analysis showed that predictor variables (social support and academic resilience) were able to predict 0.397 of the variance of the criterion variable (test anxiety). Therefore, it can be said that social support and academic resilience act as predictor variables for test anxiety, with increasing resilience in academic situations and social support, the level of test anxiety in students decreases. The findings of the present study have practical implications for educational psychologists and school counselors to perform educational-counseling interventions to control students' test anxiety