Association between Parental Expectations and Test Anxiety in Adolescents during the School-to-College Transition: Mediation Effect of Self-Efficacy

Moeenat ul Rasool; Najia Zulfiqar; Talib Hussain

doi:10.52633/71e8b369

Authors

Moeenat ul Rasool Department of Social Sciences Psychology, University of Haripur, Haripur, Pakistan. Author
Najia Zulfiqar Department of Psychology, University of Haripur, Haripur, Pakistan. Author
Talib Hussain Shanghai Jiao Tong University, China. 800 Dongchuan Road, Shanghai, China. Author

DOI:

https://doi.org/10.52633/71e8b369

Keywords:

Perceived Parental Expectations, Self-Efficacy, Test Anxiety, Mediation, Transition Period

Abstract

The transition from school to college is a critical developmental period marked by significant academic and social challenges for adolescents. This study analyzes the relationship between parental expectations and test anxiety throughout this transition, with a specific emphasis on the mediation function of self-efficacy. Self-efficacy, defined as an individual's belief in their ability to succeed in specific situations, is hypothesized to mediate the link between perceived parental expectations and test anxiety. A purposeful sample of 200 teenagers (160 females and 40 males) was selected, with participants supplying self-reported data via validated instruments: the Perceived Parental Expectations Scale, the West Side Test Anxiety Scale, and the Academic Self-Efficacy Scale. The research employed quantitative, cross-sectional survey methodology. Regression analysis demonstrated that perceived parental expectations strongly predicted test anxiety (β = .093, p < .001). The direct correlation between perceived parental expectations and test anxiety was determined to be non-significant. The mediation analysis, performed with Hayes Process Macro v4, indicated that academic self-efficacy partially mediated the relationship. Furthermore, boys displayed higher levels of test anxiety compared to girls, and pupils from joint family systems reported greater test anxiety than those from nuclear households. This paper analyzes relevant material, proposes a conceptual framework, and discusses significant implications for parents, educators, and mental health professionals.

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