Document Type : Research Paper
Authors
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1. Department of Psychology, Bandaregaz Branoh, Islamic Azad University, Bandargaz, Iran. faribabesharati3@gmail.com. https://orcid.org/0009-0006-1160-9841 Mobile,09124160778
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2. Department of Counseling, Faculty of counseling and Educational sciences, Rudehen Branch, Islamic Azad University, Rudehen, Iran. maryamsiahpoosh6644@gmail.com. 0009_0001_0441_7132
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3. Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran. elhamshabannejad6@gmail.com. 0009-0004-9751-7811
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4. Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran. Email:Hosniyehokhravi1367@gmail.com Orcid code: 0009-0008-4865-6056
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5. Ph.D. Student, Health Psychology, University of Tehran Kish International Campus, Kish, Iran.gacela.ir@gmail.com. Orchid code: 0009-0009-6463-6968. Contact number: 09125301370
10.22038/jfmh.2025.83399.3181
Abstract
Background: Students' mental health is at risk due to test anxiety, which is closely connected to their academic performance in educational institutions. This study aims to explore how negative perfectionism contributes to test anxiety, with rumination, psychological hardiness, and self-efficacy serving as mediating factors among male students who have a history of panic attacks.
Method: The current study is a descriptive-correlational research utilizing a cross-sectional research method and a structural model. The study focused on all males aged 20 to 30 in Tehran from July to October 2023 who had experienced panic attacks. A sample of 158 males who had experienced at least one panic attack was selected using purposive sampling. The study used various research tools such as the Rumination Response Scale (RRS), Test Anxiety Questionnaire (TAQ), Terry Short's Positive and Negative Perfectionism Scale (PANPS), Kobasa's Hardiness Scale (KHS), and General Self-Efficacy Scale (GSE-17). The researchers used JASP version 0.18.1 software to conduct descriptive statistics, data analysis, and calculate path coefficients between variables. The study established a P-value of 0.05.
Results: According to the findings, rumination as a result of negative perfectionism had a significant and positive impact on test anxiety (β=0.033, p<0.001). Similarly, negative perfectionism influenced test anxiety positively and significantly through hardiness and self-efficacy (p < 0.001).
Conclusion: The results of this research indicated that factors such as negative perfectionism, rumination, psychological hardiness, and self-efficacy have notable impacts on academic performance and test anxiety, potentially influencing students' educational experiences.
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