Test anxiety and satisfaction with studies: the mediating role of academic engagement in university students
This study, based on the Control-Value Theory (CVT) and enhanced by the Study Demands-Resources (SD-R) framework (an adaptation of the Job Demands-Resources model to academic contexts), analyzed the structural relationships among test anxiety, academic engagement, and satisfaction with studies among...
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| Formato: | Artículo |
| Lenguaje: | inglés |
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2026
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| Acceso en línea: | Enlace permanente (DOI o Handle) |
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| _version_ | 1881700518305202176 |
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| author | Nicole Esmeralda Ramos-Gonzales Rocio Roksana Zuñiga-Aranda Denis Frank Cunza-Aranzábal |
| author_browse | Denis Frank Cunza-Aranzábal Nicole Esmeralda Ramos-Gonzales Rocio Roksana Zuñiga-Aranda |
| author_facet | Nicole Esmeralda Ramos-Gonzales Rocio Roksana Zuñiga-Aranda Denis Frank Cunza-Aranzábal |
| author_sort | Nicole Esmeralda Ramos-Gonzales |
| collection | Producción científica |
| description | This study, based on the Control-Value Theory (CVT) and enhanced by the Study Demands-Resources (SD-R) framework (an adaptation of the Job Demands-Resources model to academic contexts), analyzed the structural relationships among test anxiety, academic engagement, and satisfaction with studies among Peruvian university students. The research particularly concentrated on the role of engagement in clarifying this relationship. A cross-sectional associative design incorporating latent variables was utilized. The sample comprised 522 students with a mean age of 20.6 years and a standard deviation of 2.17. Standardized instruments, namely TAI-State, UWES-3S, and BSSWS, were employed. Data analysis was conducted using Structural Equation Modeling (SEM) with the WLSMV estimator. The measurement model showed satisfactory reliability (α, ω > .700) and validity. The structural model demonstrated an adequate fit: Scaled χ 2 (186) = 585.919; p < .001; CFI = .973, TLI = .969; RMSEA = .064, 90% CI [.058, .070]; SRMR = .048. Results indicated that test anxiety is negatively associated with satisfaction (β = − .154, p = .001) and academic engagement (β = − .172, p < .001). Academic engagement is positively associated with satisfaction (β = .674, p < .001) and statistically accounts for 37.32% of the total association between anxiety and satisfaction. The model proved invariant across gender and university type. Statistical analysis indicates that academic engagement significantly contributes to the relationship between achievement emotions and student satisfaction. These findings imply that university support strategies may be enhanced by integrating re-engagement methods in conjunction with anxiety reduction to promote student well-being. |
| format | Article |
| id | openalex:W7204203661 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| record_format | dspace |
| spelling | openalex:W7204203661Test anxiety and satisfaction with studies: the mediating role of academic engagement in university studentsNicole Esmeralda Ramos-GonzalesRocio Roksana Zuñiga-ArandaDenis Frank Cunza-Aranzábaltest anxietyacademic engagementcontrol-value theoryachievement emotionsuniversity studentsstudent well-beingmediating role of engagementgender invarianceuniversity typeEducation, Achievement, and GiftednessStudent Stress and CopingEducational Outcomes and InfluencesThis study, based on the Control-Value Theory (CVT) and enhanced by the Study Demands-Resources (SD-R) framework (an adaptation of the Job Demands-Resources model to academic contexts), analyzed the structural relationships among test anxiety, academic engagement, and satisfaction with studies among Peruvian university students. The research particularly concentrated on the role of engagement in clarifying this relationship. A cross-sectional associative design incorporating latent variables was utilized. The sample comprised 522 students with a mean age of 20.6 years and a standard deviation of 2.17. Standardized instruments, namely TAI-State, UWES-3S, and BSSWS, were employed. Data analysis was conducted using Structural Equation Modeling (SEM) with the WLSMV estimator. The measurement model showed satisfactory reliability (α, ω > .700) and validity. The structural model demonstrated an adequate fit: Scaled χ 2 (186) = 585.919; p < .001; CFI = .973, TLI = .969; RMSEA = .064, 90% CI [.058, .070]; SRMR = .048. Results indicated that test anxiety is negatively associated with satisfaction (β = − .154, p = .001) and academic engagement (β = − .172, p < .001). Academic engagement is positively associated with satisfaction (β = .674, p < .001) and statistically accounts for 37.32% of the total association between anxiety and satisfaction. The model proved invariant across gender and university type. Statistical analysis indicates that academic engagement significantly contributes to the relationship between achievement emotions and student satisfaction. These findings imply that university support strategies may be enhanced by integrating re-engagement methods in conjunction with anxiety reduction to promote student well-being.Articlehttps://doi.org/10.1186/s40359-026-05433-1W7204203661enBMC Psychology2050-72832026-08-26 |
| spellingShingle | test anxiety academic engagement control-value theory achievement emotions university students student well-being mediating role of engagement gender invariance university type Education, Achievement, and Giftedness Student Stress and Coping Educational Outcomes and Influences Nicole Esmeralda Ramos-Gonzales Rocio Roksana Zuñiga-Aranda Denis Frank Cunza-Aranzábal Test anxiety and satisfaction with studies: the mediating role of academic engagement in university students |
| title | Test anxiety and satisfaction with studies: the mediating role of academic engagement in university students |
| title_full | Test anxiety and satisfaction with studies: the mediating role of academic engagement in university students |
| title_fullStr | Test anxiety and satisfaction with studies: the mediating role of academic engagement in university students |
| title_full_unstemmed | Test anxiety and satisfaction with studies: the mediating role of academic engagement in university students |
| title_short | Test anxiety and satisfaction with studies: the mediating role of academic engagement in university students |
| title_sort | test anxiety and satisfaction with studies the mediating role of academic engagement in university students |
| topic | test anxiety academic engagement control-value theory achievement emotions university students student well-being mediating role of engagement gender invariance university type Education, Achievement, and Giftedness Student Stress and Coping Educational Outcomes and Influences |
| topic_facet | test anxiety academic engagement control-value theory achievement emotions university students student well-being mediating role of engagement gender invariance university type Education, Achievement, and Giftedness Student Stress and Coping Educational Outcomes and Influences |
| url | https://doi.org/10.1186/s40359-026-05433-1 |
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