PERCEIVED TEACHERS’ COPING SKILLS INSTRUCTION, SELF-EFFICACY AND STUDENTS’ TEST ANXIETY: WHAT RELATIONSHIPS EXIST
PERCEIVED TEACHERS’ COPING SKILLS INSTRUCTION, SELF-EFFICACY AND STUDENTS’ TEST ANXIETY: WHAT RELATIONSHIPS EXIST

PERCEIVED TEACHERS’ COPING SKILLS INSTRUCTION, SELF-EFFICACY AND STUDENTS’ TEST ANXIETY: WHAT RELATIONSHIPS EXIST

Summary/Abstract: This study examined the relationship between perceived coping skills instructed by teachers to handle cognitive task difficulties and students’ self-efficacy and test anxiety. Two hundred and nineteen secondary school students were used in the study. Findings revealed a significant positive relationship between perceived problem-focused coping skills instructed and students’ academic self-efficacy, social self-efficacy, and emotional self-efficacy; a non-significant positive relationship between perceived emotion-focused skills instructed and students’ academic self-efficacy, emotional self-efficacy, and a significant positive relationship with social self-efficacy. There were also non-significant positive relationships between perceived seeking-social-support coping skills instructed and students’ academic self-efficacy and emotional self-efficacy; a significant positive relationship with social self-efficacy. Findings also showed significant negative relationship between perceived problem-focused coping skills instructed and test anxiety; between emotion-focused skills and students’ test anxiety; and a non-significant negative relationship between seeking-social-support coping skills and students’ test anxiety. Implications of these findings were highlighted.

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