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<p>Middle school students’ mental health and academic performance are significantly impacted by academic anxiety (AA). While prior research indicates that mindfulness perception (MP) reduces AA, the underlying mechanisms remain underexplored. This study investigates how academic self-efficacy (ASE) mediates the relationship between MP and AA, and whether teacher support (TS) moderates the effect of MP on AA. A total of 456 middle school students (mean age = 13.51, SD = 0.96; 45.4% male, 54.6% female) participated in the study. Questionnaire-based scales were administered to measure mindfulness perception, academic self-efficacy, academic anxiety, and teacher support. The Structural Equation Model (SEM) was adopted for data analysis to verify the mediating role of ASE and the moderating role of TS. The results indicated that MP had a significant direct negative impact on AA (β = -0.210, <i>p</i> &lt; 0.001), and ASE played a partial mediating role between MP and AA. The indirect effect value was − 0.049, with 95% CI = [-0.08, -0.02]. It indicates that MP alleviates academic anxiety by enhancing ASE. In addition, TS not only significantly regulated the relationship between MP and AA (MP × TS vs. AA: β = -0.08, <i>p</i> &lt; 0.05), but also significantly regulated the relationship between MP and ASE (MP × TS vs. ASE: β = 0.13, <i>p</i> &lt; 0.001). This study reveals the dual-pathway mechanism by which MP alleviates AA, emphasizing the mediating role of ASE and the regulatory role of TS in the MP - ASE - AA pathway, providing a theoretical basis and practical inspiration for integrating mindfulness training, self-efficacy enhancement and teacher support in school-based intervention.</p>

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Relationship between mindfulness perception and academic anxiety: the mediating role of academic self-efficacy and moderating role of teacher support

  • 期刊论文

  • 发表日期：

    2026年1月20日

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  • XiaoFei Ma,
  • Jiahao Zhang,
  • Zirui Yang,
  • Qin Dong,
  • Lei Qiao

摘要

Middle school students’ mental health and academic performance are significantly impacted by academic anxiety (AA). While prior research indicates that mindfulness perception (MP) reduces AA, the underlying mechanisms remain underexplored. This study investigates how academic self-efficacy (ASE) mediates the relationship between MP and AA, and whether teacher support (TS) moderates the effect of MP on AA. A total of 456 middle school students (mean age = 13.51, SD = 0.96; 45.4% male, 54.6% female) participated in the study. Questionnaire-based scales were administered to measure mindfulness perception, academic self-efficacy, academic anxiety, and teacher support. The Structural Equation Model (SEM) was adopted for data analysis to verify the mediating role of ASE and the moderating role of TS. The results indicated that MP had a significant direct negative impact on AA (β = -0.210, p < 0.001), and ASE played a partial mediating role between MP and AA. The indirect effect value was − 0.049, with 95% CI = [-0.08, -0.02]. It indicates that MP alleviates academic anxiety by enhancing ASE. In addition, TS not only significantly regulated the relationship between MP and AA (MP × TS vs. AA: β = -0.08, p < 0.05), but also significantly regulated the relationship between MP and ASE (MP × TS vs. ASE: β = 0.13, p < 0.001). This study reveals the dual-pathway mechanism by which MP alleviates AA, emphasizing the mediating role of ASE and the regulatory role of TS in the MP - ASE - AA pathway, providing a theoretical basis and practical inspiration for integrating mindfulness training, self-efficacy enhancement and teacher support in school-based intervention.