The Role of Parental Communication Patterns and Attribution Styles in Prediction School phobia and Test Anxiety Student

The aim of this study was to determine the role of parental communication patterns and attribution styles in prediction school phobia and test anxiety student.

This is a descriptive correlational study. From all high school students and their parents who resided in Ardebil in 2019, 100 parents and 100 students were selected by convenience sampling. Test anxiety questionnaire, documented style and revised family communication patterns scale were used for data collection. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS22 software.

The results showed that there is a significant negative relationship between positive attribution style and communication pattern of dialogue with school phobia and test anxiety and there is a significant positive relationship between negative attribution style and coping style with school phobia and test anxiety (p<0.01). The results of regression analysis showed that 39.14% of school phobia and 33.1% of students 'test anxiety were explained by parents' communication patterns and attribution styles (p<0.01).

The results emphasize the need for more attention to parent-child relationships in children with school phobia and anxiety.