How do impostor feelings and general self-efficacy co-explain students’ test-anxiety and academic achievements: The preceding role of maternal psychological control-Reference-Cited by-同舟云学术

How do impostor feelings and general self-efficacy co-explain students’ test-anxiety and academic achievements: The preceding role of maternal psychological control

Published:2023-02-01 Issue:4 Volume:26 Page:925-943
ISSN:1381-2890
Container-title:Social Psychology of Education
language:en
Short-container-title:Soc Psychol Educ

Author:

Yaffe Yosi^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Sociology and Political Science,Developmental and Educational Psychology,Social Psychology,Education

Link

https://link.springer.com/content/pdf/10.1007/s11218-023-09767-1.pdf

Reference54 articles.

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2. Bandura, A. (1988). Self-efficacy conception of anxiety. Anxiety research, 1(2), 77–98. https://doi.org/10.1080/10615808808248222

3. Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67(6), 3296–3319. https://doi.org/10.1111/j.1467-8624.1996.tb01915.x

4. Barber, B. K., Xia, M., Olsen, J. A., McNeely, C. A., & Bose, K. (2012). Feeling disrespected by parents: Refining the measurement and understanding of psychological control. Journal of Adolescence, 35(2), 273–287. https://doi.org/10.1016/j.adolescence.2011.10.010

5. Bonaccio, S., & Reeve, C. L. (2010). The nature and relative importance of students’ perceptions of the sources of test anxiety. Learning and Individual Differences, 20(6), 617–625. https://doi.org/10.1016/j.lindif.2010.09.007

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