Modeling academic anxiety based on parent-child perception, classroom environment perception, and socioeconomic status mediated by stress coping styles

The purpose of the present study was to present a model of academic anxiety based on parent-child perception, perception of classroom environment and socioeconomic status by mediating stress coping styles in students.

The research method was descriptive and correlational. The population of the study consisted of all female secondary school students in Tehran public schools who were studying in the academic year of 2015-2016. The sample size consisted of 480 secondary school girl students who were selected by multistage cluster sampling. Students' Questionnaires on Classroom Perception Questionnaires Made by Fraser, Fisher, and MacRobbie (1996); And responded to the Thames (2007) socioeconomic status questionnaire. Structural equation modeling was used to analyze the data.

The results showed that the structural model of the research assumes that the variables of socioeconomic status, parent-child relationship perception, and perception of classroom environment, both directly and indirectly, mediate stress coping styles, the present variable of academic anxiety Predicted and fitted to the data collected.

The variables of socioeconomic status, parent-child relationship, and perception of classroom environment, both directly and indirectly, mediate the current stressor coping styles predicting academic anxiety.