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Perfectionism and Test Anxiety among High-School Students: the Moderating Role of Academic Hardiness
Stockholm University, Faculty of Social Sciences, Department of Psychology, Clinical psychology.
2018 (English)In: Current psychology (New Brunswick, N.J.), ISSN 1046-1310, E-ISSN 1936-4733, Vol. 37, no 3, p. 632-639Article in journal (Refereed) Published
Abstract [en]

Recent evidence suggests that test anxiety is increasing among students; however, relatively little is known regarding the related factors of test anxiety. The purpose of this study was to (1) examine the relationships between two forms of perfectionism, academic hardiness, and test anxiety, and (2) examine the moderating role of academic hardiness on the association between two types of perfectionism and test anxiety. This study included 520 students ranging from 15 to 21 years of age from eight high schools in Tehran, Iran completed the self-administered questionnaires. The results of Structural Equation Modelling (SEM) revealed that students with high levels of personal standards perfectionism and high levels of academic hardiness were less likely to experience test anxiety, while students with high levels of evaluative concerns perfectionism were more likely to experience test anxiety. A multi-group analysis revealed that academic hardiness moderated the relationship between evaluative concerns perfectionism and test anxiety. These findings enhance existing literature by revealing moderating processes that explain how perfectionism effects test anxiety.

Place, publisher, year, edition, pages
2018. Vol. 37, no 3, p. 632-639
Keywords [en]
academic hardiness, perfectionism, test anxiety, Iranian students
National Category
Psychology
Research subject
Psychology
Identifiers
URN: urn:nbn:se:su:diva-158626DOI: 10.1007/s12144-016-9550-zISI: 000440111500018OAI: oai:DiVA.org:su-158626DiVA, id: diva2:1237897
Available from: 2018-08-10 Created: 2018-08-10 Last updated: 2018-08-20Bibliographically approved

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