Analysis of Structural Relationships of Self-differentiation Training With Test Anxiety and Self-efficacy Beliefs

The aim of the present research was the analysis the structural relationships of self-differentiation training with exam anxiety and self-efficacy beliefs among female students in Saveh city. The statistical Population of research included 470 female students in Saveh city during the academic year of 2011-12. By using Cochran formula and classified random sampling method, 114 students were considered as the sample size. Measuring tools were Self- Differentiation Questionnaire (DSI-R) (Skorown & Schmitt, 2003), Test Anxiety Questionnaire (Sarason, 1984), and Child and Adolescent Self-Efficacy Questionnaire (SEQ-C), (Muris, 2002). Data analysis was conducted by using structural equations modeling method and with Smart PlS2 and software Lisrel 8.8 in two parts. In the first part, technical characteristics of reliability, convergent validity, and divergent validity were examined and necessary corrections were made. In the second part, the significance of coefficients of software were used to evaluate the research hypotheses. The results showed that self-differentiation have significant effect on the degree of student anxiety (P<0.01) and also the mediating role that self-efficacy plays in the relationship between self- differentiation and student anxiety. It may be said that self- differentiation have significant effects on self-efficacy (P<0.01) and self-efficacy on the degree of exam anxiety (P<0.01). Also, all the sub hypotheses that measured the effect of self- differentiation dimensions (emotional reactions, mingling with others, personal positions and emotional faulting) on the degree of test anxiety were confirmed (P<0.01).