Title: The relationship between academic anxiety, self-regulating learning ability, and self-esteem among the Chinese candidates for the college entrance examination during covid-19 outbreak

Abstract

This study explored the relationship between academic anxiety and self-esteem in Chinese candidates preparing for the college entrance examination during the COVID-19 pandemic. We explored the mediating effect mechanism of self-regulating learning ability. The data were collected for 293 candidates using a general information questionnaire and scales such as the Academic Anxiety Scale, Self-regulated Learning Ability Scale, and Self-esteem Scale during COVID-19 prevalence in 2020. This study found that: 1) students of the high and the low academic anxiety groups had different levels of self-regulated learning ability and self-esteem; 2) the academic anxiety, self-regulated learning ability, and the self-esteem levels of the students were significantly correlated; 3) after controlling the two independent variables of gender and subject type, academic anxiety had a significant negative predictive effect on self-esteem, and self-regulated learning ability played a mediating role between academic anxiety and self-esteem, where the mediating effect accounted for 18.6%.