Dual Mediating Effect of Socially Prescribed Perfectionism and Academic Self-Efficacy on the Relationship between Mothers’ Academic Achievement Pressure and High School Students’ Test Anxiety
AUTHOR : 서명희
INFORMATION : page. 1~19 / 2019 Vol.26 No.2
This study investigated the dual mediating effects of socially prescribed perfectionism and academic self-efficacy on the relationship between parental mothers’ achievement pressure and high school students’ test anxiety. The participants were 806 high school students located in G city in Korea. Mothers’ academic achievement pressure was set as an independent variable. Socially prescribed perfectionism and the academic self-efficacy of high school students’ were set as mediating variables. Test anxiety as perceived by the students set as a dependent variable. A dual mediating relationship model forming causality between socially prescribed perfectionism and academic self-efficacy is established. The collected data were analyzed using the PROCESS macro program. The Model 6 was applied. The results of the study were as follows. First, academic achievement pressure directly affected test anxiety. Second, the academic achievement pressure affected test anxiety through socially prescribed perfectionism. Third, academic achievement pressure increased socially prescribed perfectionism, which in turn reduced academic self-efficacy and eventually affected test anxiety. This result showed a dual mediating effect of socially prescribed perfectionism and academic self-efficacy. These results imply that high school students’ home environments and psychological characteristics should be considered at the same time to reduce their test anxiety.