The moderating role of self-efficacy in the relationship between parental attitudes and exam anxiety among gifted bi̇lsem students

This study investigates the relationship between exam anxiety levels and perceived parental attitudes among gifted students enrolled in Science and Art Centers (BİLSEM), with a particular focus on the moderating role of self-efficacy in this association. The research was designed using a correlational research model. The study sample consists of 200 middle school students attending BİLSEM institutions in Istanbul, selected through purposive sampling and participating on a voluntary basis. Data were collected using the Parental Attitude Scale to assess students' perceptions of parental behaviors, the Westside Test Anxiety Scale to measure exam-related anxiety, and the General Self-Efficacy Scale to evaluate students' levels of self-efficacy. Additionally, a Personal Information Form was administered to gather demographic data. Statistical analyses were conducted using SPSS 22.0 software. Independent Samples t-tests were employed for variables with two categories, while One-Way Analysis of Variance (ANOVA) was utilized for variables with three or more categories. Furthermore, Multiple Linear Regression analysis was carried out to identify the factors predicting exam anxiety. A 95% confidence interval and a significance level of 0.05 were adopted in all statistical procedures. This study examines the relationship between gifted students' perceptions of parental attitudes and their test anxiety, with a particular focus on the moderating role of general self-efficacy. The findings reveal that responsibility/acceptance and authority/control dimensions of parental attitudes, along with general self-efficacy, significantly predict test anxiety. Furthermore, general self-efficacy plays a moderating role in the relationship between parental attitudes and test anxiety. These results contribute to a better understanding of the psychosocial factors influencing test anxiety among gifted students and highlight the critical role of both parental attitudes and self-efficacy in shaping their academic and emotional development. The findings offer valuable insights for educators, parents, and policymakers, and underscore the need for developing intervention programs aimed at helping gifted students cope more effectively with test anxiety