Influence of perceived social support on test anxiety: The mediating role of commitment to studying in secondary school students

De Ríos M.M.G.D.; Lavado N.E.P.; Apaza D.M.L.; Quispe W.V.; Millones-Liza D.Y. · Revista Fuentes (2026) · DOI: 10.12795/revistafuentes.2026.28843

Resumen

Test anxiety is a significant problem in the educational context, particularly affecting secondary school students by negatively impacting both academic performance and emotional well-being. Given this scenario, this study aimed to investigate the mediating role of commitment to study in the influence between perceived social support and test anxiety in secondary school students. Through a quantitative study with an explanatory approach, information from a self-administered questionnaire was processed, with the participation of 666 secondary school students. The results show that perceived social support has a direct and positive effect on commitment to study (β = 0.521, p < 0.000, t = 1.050); commitment to studying has a direct and negative effect on test anxiety (ANS) (β = -0.223, p < 0.000, t = 4.744); commitment to study plays a mediating role in the influence of perceived social support on test anxiety (β = -0.116, p < 0.000, t = 4.504). In this context, educational institutions should promote mechanisms to foster perceived social support and increase commitment to study. © (2026), (Facultad de Ciencias de la Educacion). All rights reserved.

Instituciones: Universidad Peruana Unión