Examining the role of negative perfectionism on test anxiety with the mediating role of rumination and psychological hardiness and self-efficacy among university students with panic attack experience

Document Type : Research Paper

Authors

1 Department of Psychology, Faculty of Nursing / Midwifery, Zanjan Branch, Islamic Azad University, Zanjan, Iran.

2 Department of Counseling, Faculty of counseling and Educational sciences, Rudehen Branch, Islamic Azad University, Rudehen, Iran.

3 Ph.D. student, Department of Psychology, Faculty of Education and Psychology,University of Mohaghegh Ardabili, Ardabil, Iran.

4 Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran.

5 Ph.D. student in health psychology, University of Tehran Kish International Campus, Kish, Iran.

10.22038/JFMH.2025.83399.3181

Abstract

Introduction: 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.
 
Materials and Methods: This descriptive-correlational research focused on all male university students aged 20 to 30 in Tehran, Iran, from July to October 2023 who had experienced panic attacks. A sample of 158 students who had experienced at least one panic attack was selected using purposive sampling. We used 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). We analyzed the data using JASP version 0.18.1 software, descriptive statistics, and path coefficients.
 
Results: 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). The direct effect of rumination on test anxiety was significant and positive (β= 0.319, P< 0.001). There was a clear negative relationship between hardiness and test anxiety, (β= -0.239, P= 0.001).
 
Conclusion: The results indicated that factors such as negative perfectionism, rumination, psychological hardiness, and self-efficacy have notable impacts on test anxiety, potentially influencing students' educational experiences.

Keywords

References

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Fundamentals of Mental Health
Volume 27, Issue 4
July and August 2025
Pages 223-232

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