Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 13 no. 1 Part 1 (2025)

Core Self-Evaluation, Academic Anxiety and Perceived Social Support Among College Students

Liu Yujia

Discipline: Developmental psychology

 

Abstract:

Taking college students as the research object, this paper thoroughly researches the relationship mechanism among the dimensions of core self-evaluation, academic anxiety and perceived social support, in order to provide theoretical basis and realistic reference value for reducing college students' academic anxiety and improving their core self-evaluation and perceived social support. In this study, 453 college students were used as research respondents. Descriptive statistical analysis, Pearson correlation analysis and regression analysis were performed on the data using SPSS 27.0 software. The results showed that majority of respondents scored highest on the self-esteem dimension of the core self-evaluation, the highest level of test anxiety among academic anxiety, and the highest score on the friend support dimension of the level of perceived social support, and the perceived social support score was "quite high". Academic anxiety was significantly negatively correlated with core self-evaluation. In the three regression models of self-esteem, generalized self-efficacy and locus of control, math anxiety, generalized self-efficacy and neuroticism as independent variables can effectively predict self-esteem; science anxiety, trait anxiety, writing anxiety and locus of control as independent variables can effectively predict generalized self-efficacy; test anxiety, trait anxiety and neuroticism as independent variables can effectively predict locus of control. Based on these findings, this paper proposes an intervention program to ameliorate academic anxiety, improve core self-evaluation and perceived social support among college students. Suggestions include organizing peer support groups where students can share experiences and encourage and support each other.



References:

  1. Zhu, M., Talib, M. B. A., Xiang, Y., Feng, X., & Geng, Q. (2024). The effect of mindfulness training on core self-evaluation and academic burnout. Educational Administration: Theory and Practice, 30(5), 1216-1225.
  2. Palos, R. (2023). Students' core self-evaluations and academic burnout: the mediating role of personal resources. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-04-2023-0152
  3. Kenechukwuk, O. C. (2018). Attachment Styles and Self Evaluation as Predictors of Emotional Adjustment Among Adolescents (Doctoral dissertation, KENECHUKWU, OZIOMA CHISOM).
  4. Domenech, P., Tur-Porcar, A. M., & Mestrs-Escriva, V. (2024). Emotion Regulation and Self-Efficacy: The Mediating Role of Emotional Stability and Extraversion in Adolescence. Behvaioral Science, 14(3), 206, https://doi.org/10.3390/bs14030206
  5. Zhou, D., Liu, J., Wang, T., Liu, J., & Li, G. (2022). Relationships among problematic smartphone use, mathematics anxiety, learning interest, and achievement: A multiple mediation model. Computers in Human Behavior, 129, 107171.
  6. Hu, J. (2018). The effect of social anxiety on life satisfaction among college students: the mediating role of core self-ratings. Advances in Psychology, 8, 976.
  7. Acoba, E. F. (2024). Social support and mental health: the mediating role of perceived stress. Frontiers Psychology, 15(24).  https://doi.org/10.3389/fpsyg.2024.1330720
  8. Bedaso, A., Adams, J., Oeng, w. & Sibbritt, D. (2021). The relationship between social support and mental health problems during pregnancy: a systematic review and meta-analysis. Reprod Health 18, 162 (2021). https://doi.org/10.1186/s12978-021-01209-5
  9. Ghanad, A. (2023). An Overview of Quantitative Research Methods. International Journal of Multidisciplinary Research and Analysis, 06(08). https://doi.org/10.47191/ijmra/v6-i8-52
  10. Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The core self‐evaluations scale: Development of a measure. Personnel Psychology, 56(2), 303-331.
  11. Zhao, Q., Xu, X., & Cao, J. (2022). The mediating role of core self-evaluation and self-compassion between negative perfectionism and social anxiety in college students. Occupation and Health,38(2):242-246,252.
  12. Pizzie, R. G. & Kraemer, D. J. M. (2019). The Academic Anxiety Inventory: Evidence for Dissociable Patterns of Anxiety Related to Math and Other Sources of Academic Stress. Frontiers in Psychology, 9(18), https://doi.org/10.3389/fpsyg.2018.02684
  13. Florentine, R. (2023). The Relationship Between Academic Anxiety, Metacognition, and Academic Achievement.Retrieved from https://ucalgary.scholaris.ca/server/api/core/bitstreams/4d5934c8-7d6d-45dc-b1d6-aa7c696ffedb/content
  14. Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of personality assessment, 52(1), 30-41.
  15. Pushkarev, G. S., Zimet, G.D., Kuznetsov, V. A. & Yaroslavskaya, E. I. (2020). The Multidimensional Scale of Perceived Social Support (MSPSS): Reliability and Validity of Russian Versio. Clinical Gerontologist, 43(3):331-339. https://doi.org/10.1080/07317115.2018.1558325
  16. Tang, L., Matt, J., Khoshlessan, R., Das, K. P., & Allard, C. (2022). A Quantitative Study of Undergraduate Students’ Anxiety.  Journal of Education and Learning; 11(5). https://doi.org/10.5539/jel.v11n5p15
  17. Jia, T. (2024). A Study of the Causes and Effects of Anxiety among Students in Higher Education. Journal of Education Humanities and Social Science, 45. https://doi.org/10.54097/zza43979
  18. Li, Q. & Jia, E. (2023).A study on the correlation between college students' employment anxiety and core self-evaluation. Journal of Talent,(08),152-154.
  19. Lee, J., Jeong, H. J., & Kim, S. (2021). Stress, anxiety, and depression among undergraduate students during the COVID-19 pandemic and their use of mental health services. Innovative higher education, 46, 519-538.
  20. Gijón Puerta, J., Galván Malagón, M. C., Khaled Gijón, M., & Lizarte Simón, E. J. (2022). Levels of stress, anxiety, and depression in university students from Spain and Costa Rica during periods of confinement and virtual learning. Education Sciences, 12(10), 660.
  21. Bitz, A. L. (2012). Does being rural matter?: The roles of rurality, social support, and social self-efficacy in first-year college student adjustment. The University of Nebraska-Lincoln.
  22. Chen, H., Liu, F., & Wen, Y. (2023). The influence of college students’ core self-evaluation on job search outcomes: Chain mediating effect of career exploration and career adaptability. Current Psychology, 42(18), 15696-15707.
  23. Liu, X., Zhu, C., Dong, Z. & Luo, Y. (2024). The Relationship between Stress and Academic Self-Efficacy among Students at Elite Colleges: A Longitudinal Analysis. Behavioral Science, 14(7). https://doi.org/10.3390/bs14070537
  24. Wu, X., Zhang, W., Li, Y., Zheng, L., Liu, J., Yaye, J., & Peng, Y. (2024). The influence of big five personality traits on anxiety: The chain mediating effect of general self-efficacy and academic burnout. Plos One, 19(1). https://doi.org/10.1371/journal.pone.0295118
  25. George, M. G., & Collard, J. J. (2024). The Influence of Core Self-Evaluation, Mindfulness, and Rumination on Emotional Distress. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 1-18.
  26. Datu, J. A. D., Rosopa, P. J., & Fynes, J. M. (2023). How does core self-evaluations relate to psychological well-being in the Philippines and United States? The moderating role of relational mobility. Current Psychology, 42(16), 13927-13937.
  27. Hou, X., Lai, X., Lin, Y., Cao, L., Zhong, B., Zheng, Y., & Dai, B. (2024). Influence of neuroticism on depression among college students by gender: the mediating roles of negative cognitive bias and anhedonia. Current Psychology, 43(7), 5901-5913.
  28. Aspelmeier, J. E., Love, M. M., McGill, L. A., Elliott, A. N., & Pierce, T. W. (2012). Self-esteem, locus of control, college adjustment, and GPA among first-and continuing-generation students: A moderator model of generational status. Research in Higher Education, 53, 755-781.
  29. Fendos, J. (2017). Can We Determine Our Own Happiness? Core Self-Evaluation as Related to Job and Relationship Satisfaction. Retreived from https://conservancy.umn.edu/bitstreams/e18dc954-05b2-4c67-b4f1-ce2a8dc8c917/download
  30. Zheng, G., Zhang, Q., & Ran, G. (2023). The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations. Frontiers in Psychology, 14, 1008679.
  31. Jarso, M. H., Tariku, M., Mamo, A., Tsegaye, T., & Gezimu, W. (2024). Test anxiety and its determinants among health sciences students at Mattu University: a cross-sectional study. Frontiers in Psychiatry, 14, 1241941.
  32. Zheng, G., Zhasng, Q., & Ran, G. (2023). The association between academic stress and test anxiety in college students: The mediating role of regulatory emotional self-efficacy and the moderating role of parental expectations. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2023.1008679
  33. Maier, A., Bereger, A., Connemann, B., Schaitz, C., Keller, F., Vasic, S. Z., Kroner, J., Beschoner, P. (2021). The Association Between Test Anxiety, Self-Efficacy, and Mental Images Among University Students: Results From an Online Survey. Frontiers Psychiatry. https://doi.org/10.3389/fpsyt.2021.618108
  34. Dong, Z., Wang, P., Xin, X., Li, S., Wang, J., Zhao, J., & Wang, X. (2022). The relationship between physical activity and trait anxiety in college students: The mediating role of executive function. Frontiers in human neuroscience, 16, 1009540.
  35. Alfonso, S. V. & Lonigann, C. J. (2021). Trait anxiety and adolescent's academic achievement: The role of executive function. Learnng and Individual Differences 85(11). https://doi.org/10.1016/j.lindif.2020.101941
  36. Wang, . C. & Chung, K. K. H. (2025). Relationships of trait anxiety, test anxiety, and academic performance of Chinese undergraduates with typical developments and high- and typical-functioning specific learning disabilities. Annals of Dyslexia. Retreived from https://www.springermedizin.de/relationships-of-trait-anxiety-test-anxiety-and-academic-perform/50880880
  37. Zhang, Yali, Li, S., & Yu, G. L.. (2019). The relationship between self-esteem and social anxiety: a meta-analysis based on a Chinese student population. Advances in Psychological Science, 27(6), 1005-1018.
  38. Holt, L. K. (2021). The Struggle We Share: Writing Anxiety in College Composition and What Teachers Can Do To Help (Doctoral dissertation, San Francisco State University).
  39. Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign language annals, 35(6), 647-656.
  40. Wahyuni, D.,  Wahyuni, D. & Oktavia, W. & Marlina, L. (2019). Writing Anxiety among Indonesian EFL College Students: Levels, Causes, and Coping Strategies. Lingua Cultura. 13. 67. https://doi.org/10.21512/lc.v13i1.5239
  41. Huerta, M., Goodson, P., Beigi, M., & Chlup, D. (2016). Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence. Higher Education Research & Development, 36(4).  https://doi.org/10.1080/07294360.2016.1238881
  42. Kurniasih, K. (2018). Writing anxiety in relation to high performing students’ English compositions. BRIGHT: A Journal of English Language Teaching, Linguistics and Literature, 1(1).
  43. Ahmed, I., Hazell, C. M., Edwards, B., Glazebrook, C., & Davies, E. B. (2023). A systematic review and meta-analysis of studies exploring prevalence of non-specific anxiety in undergraduate university students. BMC psychiatry, 23(1), 242.
  44. Franzoi, I. G., Sauta, M. D., & Granieri, A. (2020). State and trait anxiety among university students: A moderated mediation model of negative affectivity, alexithymia, and housing conditions. Frontiers in psychology, 11, 1255.
  45. Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact does maths anxiety have on university students?. BMC psychology, 9, 1-9.
  46. Gonzalez-DeHass, A. R., Furner, J. M., Vásquez-Colina, M. D., & Morris, J. D. (2024). Undergraduate students’ math anxiety: The role of mindset, achievement goals, and parents. International Journal of Science and Mathematics Education, 22(5), 1037-1056.
  47. Furner, J. M., & Duffy, M. L. (2022). Addressing Math Anxiety in a STEM World: Preventative, Supportive, and Corrective Strategies for the Inclusive Classroom. European Journal of STEM Education, 7(1), 11.
  48.  Sanstad, Erik Alton, "The Fear of Science: a Study of Science Anxiety and the Learning Capabilities of Adult College Students" (2018).
  49.  Theses and Dissertations. Retrieved https://dc.uwm.edu/etd/2017
  50. Cooper, K. M., Downing, V. R., & Brownell, S. E. (2018). The influence of active learning practices on student anxiety in large-enrollment college science classrooms. International Journal of STEM Education, 5, 1-18.
  51. Bryant, F. B., Kastrup, H., Udo, M., Hislop, N., Shefner, R., & Mallow, J. (2013). Science anxiety, science attitudes, and constructivism: A binational study. Journal of Science Education and Technology, 22, 432-448.
  52. Maluenda-Albornboz, J., Berrios-Riquelme, J., Infante-Villagran, V., Lobos-Pena, K. (2023). Perceived Social Support and Engagement in First-Year Students: The Mediating Role of Belonging during COVID-19. Retrieved from https://www.mdpi.com/2071-1050/15/1/597
  53. Cobo-Rendón, R., López-Angulo, Y., Pérez-Villalobos, M. V., & Díaz-Mujica, A. (2020). Perceived social support and its effects on changes in the affective and eudaimonic well-being of Chilean university students. Frontiers in psychology, 11, 590513.
  54. McLean, L., Gaul, D., & Penco, R. (2022). Perceived Social Support and Stress: a Study of 1st Year Students in Ireland. Retrieved from https://link.springer.com/article/10.1007/s11469-021-00710-z
  55. Breitenstein, R. S., Gagnon, S. G., webb, R. M., Chiquette, E., Horn, I., Bollinger, M., Watson, M. M., Honeycutt, K., Gough , J. S., & Kidder-Ashley, P. (2025). Can Social Support Protect the Mental Health of College Students Who Experienced Bullying in High School? Educational science, 15(3), 388. https://doi.org/10.3390/educsci15030388
  56. De la Iglesia, G., Stover, J. B., & Liporace, M. F.(2014). Perceived Social Support and Academic Achievement in Argentinean College Students. Europe’s Journal of Psychology, 10(4):637. https://doi.org/10.5964/ejop.v10i4.777
  57. Hassan, M., Fang, S., Malik, A. A., Lak, T. A., & Rizwan, M. (2023). Impact of perceived social support and psychological capital on university students’ academic success: testing the role of academic adjustment as a moderator. BMC psychology, 11(1), 340.
  58. Cobo-Rendón, R., López-Angulo, Y., Pérez-Villalobos, M. V., & Díaz-Mujica, A. (2020). Perceived social support and its effects on changes in the affective and eudaimonic well-being of Chilean university students. Frontiers in psychology, 11, 590513.
  59. Mcnulty, M. R. (2022). Development and Initial Validation of the Parent and Family Development and Initial Validation of the Parent and Family Engagement in Higher Education Measure. Retrieved from https://digitalcommons.usf.edu/cgi/viewcontent.cgi?params=/context/etd/article/10610/&path_info=McNulty_usf_0206D_17302.pdf
  60. Howlader, S., Abedin, S., & Rahman, M. M. (2024). Social support, distress, stress, anxiety, and depression as predictors of suicidal thoughts among selected university students in Bangladesh. PLOS global public health, 4(4), e0002925.
  61. Rozgonjuk, D., Kraav, T., Mikkor, K., uurand, K. O., & That, K. (2020). Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning. International journal of STEM Education. Retrieved from https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-020-00246-z
  62. Jahara, S. F., Hussain, M., Kumar, T., Goodarzi, A., & Assefa, Y. (2022). The core of self-assessment and academic stress among EFL learners: The mediating role of coping styles. Language Testing in Asia, 12(1), 21.
  63. Heydarnejad, T., Ibrahim, K. A. A. A., Abdelrasheed, N. S. G., & Rezvani, E. (2022). The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling. Language Testing in Asia, 12(1), 57.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic