The Mediating Role of Academic Self-Efficacy and Self-Esteem in the Relationship between Thinking Styles and girl Students' Test Anxiety

The present study aims to investigate the mediating role. Academic self-efficacy and self-esteem were assessed in the relationship between learning styles and students' test anxiety. The research method was correlation. All the female students of the 11th grade of the second secondary school of Tabriz who were studying in the academic year of 2019-2020, formed the statistical population of the present study. The study sample consisted of 430 students who were selected by cluster sampling method. Data collection tools were Abolghasemi et al. (1996) test anxiety questionnaires, Midgley et al (2000), Kolb learning style (1985) and Rosenberg self-esteem scale (1965). They were. Data analyze with structural model method were used at a significance level of 5%. The results showed that the direct relationships between self-efficacy, self-esteem and free-thinking, executive, extroverted and partial thinking style are significant on students' test anxiety (p<0.05). Thinking styles Executive, free-thinking, extroverted and holistic thinking mediated by academic self-efficacy have an indirect effect on students' test anxiety (p<0.05). Executive, partial, legislative and holistic thinking mediated by self-esteem have an indirect effect on students' test anxiety (p <0.05). The results of the study confirmed the direct and indirect relationships between academic self-efficacy, self-esteem and thinking styles with students' test anxiety. Teachers and school counselors can reduce students' test anxiety by promoting academic self-efficacy and strengthening experimental, abstract, and objective thinking styles.