Examining the Moderator Role of Sleep Quality in the Relationship Among Test Anxiety, Academic Success and Mood

Classroom anxiety, learning motivation, and English achievement of Chinese college students: The mediating role of self-efficacy

BACKGROUND/PURPOSE

In the context of deepening globalization, English, as the primary language for international communication, has become an indispensable component of personal academic, professional, and social capabilities. For college students, English proficiency is not only a key factor for academic success but also a crucial source of competitiveness in the future job market. By identifying key psychological factors such as classroom anxiety, learning motivation, and self-efficacy, this study aims to elucidate how these factors influence college students' English achievement, thereby filling the research gap in the current literature and proposing targeted educational strategies to improve students' English learning outcomes.

METHODS

This study adopts Social Cognitive Theory (SCT) and Self-Determination Theory (SDT) as its theoretical framework, constructing a model to explore the relationships among classroom anxiety, learning motivation, self-efficacy, and English achievement. Data were collected from 1000 randomly selected college students using the classroom anxiety scale, English learning motivation Scale, self-efficacy scale, and self-perceived English proficiency scale to analyze the impact of these psychological factors on English achievement.

RESULTS

The results indicate that classroom anxiety significantly negatively affects English achievement (β = -0.296; p < 0.001) and self-efficacy (β = -0.242; p < 0.001), while learning motivation (β = 0.145; p < 0.001) and self-efficacy (β = 0.328; p < 0.001) both significantly positively affect English Achievement. Further analysis reveals that self-efficacy plays a partial mediating role between classroom anxiety and English achievement, as well as between learning motivation and English achievement.

CONCLUSION

Classroom anxiety and learning motivation are important predictors of English achievement, with self-efficacy playing a critical mediating role. This finding highlights the importance of assessing and intervening in these psychological factors to improve English learning outcomes in the Chinese educational context. The results of this study not only provide new insights into the existing literature but also offer practical recommendations for educators and policymakers to better support students in their English learning.

Insufficient sleep blunts positive, but not negative, affective response to emotionally complex film clips

The effects of sleep deprivation on emotional function are not yet fully understood. Although sleep deprivation has been shown to have larger effects on positive emotional reactivity than on negative, this research has been limited by the use of separate stimuli for positive and negative emotion elicitation. Different sets of stimuli represent a confound that makes it difficult to interpret this difference with confidence. The study reported here was designed to overcome this limitation by using film clips that elicit both positive and negative emotional responses at the same time. Undergraduate participants (33 female, 2 male) completed a laboratory-based emotion elicitation procedure using these film clips. Differences in sleep deprivation, estimated by subjective sleepiness and reaction times, were used to predict responses to these emotion probes. Greater subjective sleepiness was associated with significantly lesser positive responses to the film clips (rs = -0.37, p = 0.03). The relationship between subjective sleepiness and negative responses to the same clips was smaller and not significant (rs = -0.11, p = 0.51). Reaction times were not related to subjective emotional responses in this sample (all p > 0.40). These results support the theory that sleepiness has asymmetrical effects on positive and negative emotional functioning.

How does family functioning contribute to academic-related outcomes of Chinese adolescents: the mediating role of spirituality

While family functioning is crucial to adolescent developmental outcomes, the mediating role of spirituality in the relationship between family functioning and academic-related outcomes of adolescents has been sparsely explored, particularly in non-Western contexts. To address this gap, based on a short-term longitudinal study, we examined the influence of family functioning on the academic values and academic anxiety of 4,981 Chinese adolescents in Sichuan, China, with spirituality as the mediator. We gathered data from students aged 11 and above at Wave 1 and at six months later (Wave 2). Analysis utilizing structural equation modeling indicated that prior family functioning positively and negatively predicted subsequent academic values and academic anxiety respectively, with spirituality as a significant mediator. Theoretically, this study helps to build up a conceptual model on how family functioning and spirituality of adolescents shape academic values and academic anxiety of adolescents. Practically, the present findings highlight the significance of enhancing family functioning and adolescent spirituality to help adolescents strive for academic success.

The relationship between COVID-19 stress and test anxiety in art students: the chain mediating roles of intolerance of uncertainty and sleep quality

BACKGROUND

The global spread of COVID-19 has brought immense physiological and psychological distress to students, such as test anxiety and poor sleep quality. This study aims to explore the relationship between COVID-19 stress and test anxiety and the mediating roles of intolerance of uncertainty and sleep quality between them.

METHODS

A study was conducted in China during the late stage of the pandemic. A total of 936 Chinese art students (age M = 18.51, SD = 2.11, 46.6% female) completed the Coronavirus Stress Measure (CSM), the 12-item Intolerance of Uncertainty (IUS-12), the Brief Version of the Pittsburgh Sleep Quality Index (B-PSQI), and the Test Anxiety Inventory (TAI). A chain mediation model analysis was conducted to examine the mediating effects of intolerance of uncertainty and sleep quality on the association with COVID-19 stress and test anxiety.

RESULTS

COVID-19 stress was positively associated with test anxiety (β = 0.50, p < 0.001). The intolerance of uncertainty and sleep quality partially and serially mediated the relationship between COVID-19 stress and test anxiety (β = 0.01, 95% CI = 0.01 to 0.02).

CONCLUSION

These findings suggest that art students' intolerance of uncertainty and sleep quality partially and serially mediate the relation between COVID-19 stress and test anxiety. The results have significant implications for the intervention and prevention of test anxiety, providing additional evidence for the relationship between COVID-19 stress and test anxiety.

Burnout Syndrome and Sleep Quality in Basic Education Teachers in Mexico

Burnout syndrome (BS) is the result of chronic stress in the workplace. Moreover, chronic stress can affect sleep. A unidirectional relationship has been established between burnout and sleep, and it is known that white-collar workers with burnout syndrome have sleep fragmentation and marked daytime sleepiness.

OBJECTIVE

The aim of this study was to assess the relationships between burnout and sleep quality in elementary school teachers in Mexico.

METHODS

We collected data from more than 400 teachers who completed tests. Correlation analyses controlled for anxiety and depression, and Poisson logistic regression analyses were performed to examine the relationships of burnout with sleep quality, depression, and anxiety.

RESULTS

There was a significant correlation between burnout syndrome (mainly in the dimension of emotional exhaustion) and sleep disturbances; significant correlations were also observed with other burnout, depression, and anxiety dimensions. The strength of the correlations decreased after controlling for depression and anxiety.

CONCLUSIONS

The symptoms of burnout syndrome in teachers can overlap with sleep disorders, so it is necessary to make a differential diagnosis to differentiate burnout syndrome from depression and anxiety, among others.

Associations between Sleep, Depression, and Cognitive Performance in Adolescence

The relevance of cognitive performance during adolescence requires further studies that analyze potential associated factors. This study aimed to analyze inductive reasoning, reading comprehension, and mathematical thinking (problem-solving and number and calculation) in relation to sleep and depression in 244 students aged 12-17 years (47.6% boys and 52.4% girls). Daytime sleepiness, sleep quality, dysthymia, and euthymia (state and trait) were assessed by self-reported questionnaires. Moreover, correlations between these variables and cognitive performance, and differences depending on sociodemographic variables (sex, age, or academic year) were analyzed using non-parametric tests. Robust regression models were also conducted to evaluate the predictive role of significant variables on cognitive performance. The results showed significant bidirectional relationships between sleep- and depression-related variables, and between the latter ones and cognitive performance. Depression-trait was more related to cognitive performance than depression-state, and euthymia more than dysthymia, but neither daytime sleepiness nor sleep quality significantly correlated with it. As for sociodemographic variables, girls reported worse sleep and more depressive symptoms than boys did, and younger students reported better sleep but performed worse than the older ones. Although these findings should be further explored in forthcoming studies adding other promising variables, they highlight the importance of promoting euthymia to improve cognitive performance in adolescents.