The Influence Of Social Support On Test Anxiety In Physical Education College Students: A Moderated Mediation Model

As a special group in the college entrance examination army,physical education candidates not only have to take the cultural examinations like ordinary college entrance examination candidates,but also have to take the physical education art test-physical education entrance examination,which consists of several items,multiple candidates usually compete and are directly evaluated on site.Compared to other candidates,they are under greater pressure to take the test,resulting in sports high school candidates being prone to anxiety in the face of the physical examination,which affects the normal performance of the physical education entrance examination.For many years,due to the small scale of physical examination candidates,the unified examination content and examination time in all provinces,and the lack of anxiety scales specifically for physical education examinations,the examination anxiety of this special group has not received sufficient attention.In addition,there are fewer reports on the factors and mechanisms that influence the examination anxiety of physical education candidates.Therefore,it is important to explore the influencing factors of test anxiety and their mechanisms of action,and social support as an important external factor affecting test anxiety.In this paper,based on the previous studies,we will adapt the test anxiety scale specifically for physical education examinations on the basis of the general cultural test anxiety scale and the sports competition anxiety scale;explore the close relationship between social support and test anxiety,and introduce achievement motivation as a mediating variable and self-efficacy as a moderating variable to discuss the mechanisms of their effects between social support and test anxiety.In order to enrich the research on social support and test anxiety of physical education high school candidates.In this study,the literature,interview,questionnaire and mathematical statistics were used to investigate the candidates of the 2022 general college entrance examination for physical education in Jiangxi Province,and the adapted "Examination Anxiety Scale for Physical Education High School Candidates","Social Support Scale" translated and compiled by Qianjin Jiang,"Achievement Motivation Scale" compiled by Renmin Ye,and "Self-Efficacy Scale" jointly translated and compiled by Jianxin Zhang and Ralf Schwarze were used to investigate the effects of social support and examination anxiety on physical education high school candidates.The Self-Efficacy Scale was administered to the subjects,and the data were entered using Excel software,and SPSS was used to analyze the recovered data as a whole,and the results were as follows.(1)Social support and the dimensions of sports high school candidates differed significantly between repeaters and freshmen,and the social support of freshmen was higher than that of repeaters.Test anxiety of physical education high school candidates differed significantly in terms of years of training,with physical education high school candidates with one to two years of training higher than those with more than two years and those with less than one year.The self-efficacy of PE senior candidates differed significantly on whether they were repeaters,with freshmen having higher levels of self-efficacy than repeaters.(2)There was a significant positive correlation between social support and achievement motivation of physical education high school candidates.Social support could significantly and negatively predict the test anxiety of physical education high school candidates,achievement motivation could significantly and negatively predict test anxiety,self-efficacy could significantly and negatively predict the level of test anxiety of physical education high school candidates,and self-efficacy could positively predict the level of achievement motivation of physical education high school candidates.(3)Social support of PE high school candidates can significantly and negatively predict test anxiety,and can also influence test anxiety through the mediating variable achievement motivation,and achievement motivation plays a fully mediating role between social support and test anxiety.(4)Self-efficacy can significantly affect achievement motivation,and it can change the effect of achievement motivation on test anxiety,and the extent of this effect is more pronounced when self-efficacy is at high levels,thus allowing a new regulatory mechanism to be established.Both self-efficacy moderated the second half of the pathway of the mediating role of achievement motivation in social support and test anxiety,indicating that the moderating mediation model holds.