Analysis of the Role of Positive and Negative Perfectionism in Predicting Test Anxiety with the Mediating Role of Academic Self-Concept in High School Students
Keywords:
Positive Perfectionism, Negative Perfectionism, Test Anxiety, Academic Self-Concept, High School StudentsAbstract
Objective: The aim of this study is to examine the role of positive and negative perfectionism in predicting test anxiety and the mediating role of academic self-concept in this relationship among high school students. Methods and Materials: This descriptive-correlational study was conducted on 380 high school students in Tehran. Data were collected using validated questionnaires measuring perfectionism, test anxiety, and academic self-concept. Pearson correlation and Structural Equation Modeling (SEM) were employed for data analysis. Findings: The results indicated that negative perfectionism had a significant positive correlation with test anxiety (r = 0.63, p < 0.01) and that academic self-concept mediated this relationship. Positive perfectionism did not have a significant effect on test anxiety (p > 0.05). A significant negative correlation was found between academic self-concept and test anxiety (r = -0.32, p < 0.01). The structural model revealed that academic self-concept could reduce the impact of negative perfectionism on test anxiety. Conclusion: This study showed that negative perfectionism increases test anxiety and that academic self-concept serves as a mediating factor. Specifically, enhancing academic self-concept in students with negative perfectionism can help reduce test anxiety.
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