The Mediator Role of Academic Resilience in the Relationship between Parental Academic Success Pressure and Support and Test Anxiety in Adolescents

Abstract

The aim of this study was to investigate the direct and indirect role of academic resilience in the relationship between parental academic achievement pressure and support and test anxiety in adolescents. The study included 9th and 12th grade high school students. Parental academic achievement pressure support, exam anxiety and academic resilience scales were applied in the study. For the purpose of the study, the mediation analysis was based on the structural equation model. As a result of the analysis, it was found that the compliance values of the proposed model were enough. It was found that academic resilience was the complete mediation between parental academic success support and test anxiety (beta = 13, P<.05 - beta = -.03, P>.05). Academic resilience was found to be a partial mediator between parental academic achievement pressure and test anxiety (beta = .21, P<.01 - beta = .17, P<.01). In addition, there was a positive correlation between parent achievement pressure and test anxiety, and a negative correlation with academic resilience. These results were discussed in the context of test anxiety, parental academic success pressure, parental academic achievement support and academic resilience.