The Structural Equation Modeling of Test Anxiety based on Academic Self-concept with Emphasis on Mediating role of Maladaptive Cognitive Emotion Regulation

The purpose of this study was structural equation modeling of test anxiety based on academic self-concept with emphasis on mediating role of maladaptive cognitive emotion regulation.

In a correlational research design among the statistical population of all secondary school students of Tehran in the 2022 academic year a total sample of 456 students was selected by an online convenience sampling. Instruments of the study include the Test Anxiety Inventory, School Self-concept Inventory, and Cognitive Emotion Regulation Questionnaire. Data were collected and analyzed by Pearson’s correlation and Structural Equation Modeling (SEM) using SPSS-24 and AMOS.

Significant direct relations were found for academic self-concept and maladaptive cognitive emotion regulation with test anxiety in students (p<0.05). Maladaptive emotion regulation mediated the relationship between academic self-concept and test anxiety in students (p<0.05).

It could be concluded that academic self-concept and maladaptive cognitive emotion regulation can play an important role in students’ test anxiety. Relevant interventions based on academic self-concept and cognitive emotion regulation are recommended to treat students’ test anxiety.