The Impact of Perceived Teacher Support on Exam Anxiety among Higher Vocational Nursing Students in Fujian Province, China: The Mediating Role of Academic Self-Efficacy
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Abstract
This study investigates the impact of perceived teacher support and academic self-efficacy
on exam anxiety among higher vocational nursing students in Fujian Province, considering
various background variables. Grounded in the self-efficacy theory, the research explores the
relationships among these three variables and examines the mediating effect of academic selfefficacy. Utilizing a convenience sampling method, a questionnaire survey was conducted on
552 nursing students from four higher vocational colleges in Fujian Province. The findings
indicate: (1) Significant gender and grade differences exist in perceived teacher support, exam
anxiety, and academic self-efficacy. (2) Perceived teacher support has a significant negative
impact on exam anxiety. (3) Perceived teacher support has a significant positive impact on
academic self-efficacy. (4) Academic self-efficacy has a significant negative impact on exam
anxiety. (5) Academic self-efficacy partially mediates the relationship between perceived
teacher support and exam anxiety.
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References
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