The Relationship between In-School Components and Family Function with Secondary High School Students' Academic Anxiety

Subject Areas : Journal of Educational Psychology

Ehsan  Sayeh Miri ¹ (M.A. Department of Psychology, Ilam branch, Islamic Azad University, Ilam, Iran)
Sajad  Taherzadeh Ghahfarokhi ² (Assistant Prof, Department of Educational Psychology, Faculty of Humanities, Bakhtar University, Ilam, Iran)
Ameneh  Abbasi ³ (M.A. Department of Psychology, Faculty of Humanities, Bakhtar University, Ilam, Iran)

Received: 2021-10-20 Accepted : 2022-07-22 Published : 2021-11-22

Keywords: Family Performance, academic anxiety, student, In-school components,

Abstract :

  The aim of this study was to investigate the relationship between intra-school components (classroom environment, school environment) and family performance with academic anxiety of students. The research method was descriptive-correlational. The statistical population includes all female of first high school students in Ilam, Their number is 3120 people. The research sample is based on Krejcie and Morgan table of 300 students who were selected by multi-stage cluster sampling. Data were collected using the classroom and school environment questionnaire (2002), the Epstein, Baldwin & Bishab family performance questionnaire (1983) and the Phillips academic anxiety questionnaire (1987). Multivariate Pearson and Regression correlation coefficients were used to analyze the data. Findings showed that between the factors related to the classroom environment and academic anxiety with r = -0.521 and significance coefficient of 0.001, between the factors related to school environment and academic anxiety with -0 = 155 and the significance coefficient of 0.035 And between family performance and academic anxiety with r = -0.581 and significance coefficient of 0.001. There is an inverse and significant relationship. Also, the findings of the regression equation showed that the factors within the classroom and family performance together can predict 0.432% of academic anxiety. Therefore, it is concluded that the more appropriate the intra-school components (classroom environment, school environment) and the better the family functioning, the less anxiety students experience.