Self-regulated learning strategies and academic buoyancy as mediators on the relationship between social support and test anxiety in China

Test anxiety is widely recognized as a significant challenge for students worldwide, with its prevalence continuing to rise. This issue is particularly pronounced in China, where academic performance is deeply embedded as a crucial family and societal expectation, especially for final-year high-school students preparing for college entrance examinations. Social support is commonly regarded as a key protective factor against test anxiety, while self-regulated learning strategies and academic buoyancy have demonstrated a correlation with test anxiety. However, limited studies have explored the potential relationships among social support, self-regulated learning strategies, academic buoyancy and test anxiety. Thus, this study aims to investigate the association between social support, self-regulated learning strategies, academic buoyancy and test anxiety, particularly examining whether self-regulated learning strategies and academic buoyancy mediate the relationship between social support and test anxiety among Chinese final-year high-school students. This study employed a descriptive, correlational research design. A total of 565 final-year students were selected as respondents from 41 high schools in Heilongjiang Province, China. The results of SEM analysis indicated that self-regulated learning strategies could not mediate the relationship between social support and test anxiety, whereas academic buoyancy mediated the relationship between social support and test anxiety; selfregulated learning strategies and academic buoyancy acted as chain mediators in this relationship. From the theoretical perspective, this study proposes a new and comprehensive framework encompassing social support, self-regulated learning strategies, academic buoyancy and test anxiety, providing valuable insights into the complex interrelationships between these variables. Additionally, this study enriches the research on self-regulated learning strategies and academic buoyancy as chain mediating variables between social support and test anxiety. From the practical perspective, this research has significant implications for various stakeholders in the educational ecosystem, who can obtain a deeper understanding of the factors and strategies that effectively address issues contributing to test anxiety.

Text FPP 2025 5 Declaration form.pdf Restricted to Repository staff only Download (4MB) Text FPP 2025 5 fulltext.pdf Restricted to Repository staff only Download (3MB) Text 125738 fulltext.pdf Download (1MB) Official URL or Download Paper: https://ethesis.upm.edu.my/id/eprint/18950

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