The Interaction Between Parenting Style and High School Students' Self-Regulation Ability on Test Anxiety

Abstract

This study aims to explore the interaction between parenting rearing styles and the self-regulation ability of high school students in the mechanism of test anxiety because there are hardly any that have explored the interaction between both parenting-rearing styles and self-regulation ability in terms of test anxiety in the existing studies. The research employed a questionnaire survey, targeting students from senior 1 to 3 of several high schools in Beijing (including the Dalton Academy of Peking University Affiliated High School), including Multidimensional Test Anxiety Scale (MTAS), the Simplified Parenting Style Questionnaire (s-EMBU-C), and the Learning Motivation and Strategy Scale (LMSS) to conduct the questionnaire to collect data. We found that exam-related responses differ between encouraging and discouraging parenting styles, and parenting style interact with self-regulatory components, including motivation, confidence level and resilience. This study can provide empirical references for alleviating high school students' test anxiety and improving family education guidance.