This study examines the mediating role of academic motivation in the relationship between self-efficacy and test anxiety. The samples are 393 regular senior secondary school students studying in the Shandong province of China. Descriptive statistics analysis showed that the level of test anxiety is high, motivation at a moderate level and a lower level of self-efficacy. Regression analysis showed that academic motivation is significantly mediated the relationship between self-efficacy and test anxiety. In particular, test anxiety is fully mediated by belief in personal ability, whereas belief in ability grows with effort is marginally mediated. The findings were examined in terms of their implications for lowering test anxiety in demanding educational systems where students are expected to sit for a succession of high-stakes public tests.
Key words: Gaokao, High school student, Entrance examination, Public examination, Correlational design
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