Relationship between Academic Self-Efficacy and Test Anxiety in Middle School Students

Han Yun; Jiahui Wang

doi:10.54097/z0jn0085

Authors

Han Yun
Jiahui Wang

DOI:

https://doi.org/10.54097/z0jn0085

Keywords:

Middle school students; academic self-efficacy; test anxiety.

Abstract

The period of middle school is not only a stage of academic advancement but also a crucial phase for the overall development of adolescents. In recent years, the academic stress on middle school students has been on the rise, and the increasing levels of test anxiety and academic pressure have led to psychological issues among this group. This paper employs a literature review approach to retrospectively analyze a series of empirical studies exploring the relationship between academic self-efficacy and exam anxiety in middle school students. By comparing the research findings, it delves into the correlation between academic self-efficacy and exam anxiety, providing a foundation and reference for future research on test anxiety. Research conclusions: (1) Academic self-efficacy in middle school students can negatively predict test anxiety; (2) External factors significantly influencing academic self-efficacy in middle school students include teacher expectations and teacher-student relationships. To alleviate test anxiety among middle school students, positive expressions of teacher expectations for student exam performance are recommended. It is also suggested to increase positive evaluations from teachers and peers after completing learning tasks.

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