نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجو ارشد روانشناسی، گروه روانشناسی بالینی، دانشگاه خوارزمی، تهران، ایران
2 دانشیار، گروه روانشناسی بالینی، دانشگاه خوارزمی، تهران، ایران.
3 استاد، گروه روانشناسی بالینی، دانشگاه خوارزمی، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Introduction: 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. Method: The method of this study was descriptive -correlational. The whole secondary school students in Tehran city in academic year 1399-1400 were constituted the statistical population of this study. 456 people from this statistical population were selected randomly by online and convenience sampling and participated in this study. The instruments were test anxiety inventory, school self-concept inventory and cognitive emotion regulation questionnaire. Data were evaluated and analyzed with the use of Pearson’s correlation and Structural Equation Model (SEM) by SPSS-24 and AMOS. Results: Results showed that academic self-concept and maladaptive cognitive emotion regulation have significant direct relations with test anxiety in students (p<0.05). Also, maladaptive emotion regulation mediate the relationship between academic self-concept with test anxiety in students (p<0.05). Conclusion: To the result, focusing on the academic self-concept and maladaptive cognitive regulation emotion can play on important role in student test anxiety. More interventions based on academic self-concept and cognitive emotion regulation-based interventions in treatment for pathological test anxiety are suggested.
کلیدواژهها [English]