View in EDS

Developmental Trajectories and the Longitudinal Associations of Emotional Resilience and Test Anxiety: A Prospective Study in High School Students

Saved in:
Bibliographic Details
Title: Developmental Trajectories and the Longitudinal Associations of Emotional Resilience and Test Anxiety: A Prospective Study in High School Students
Language: English
Authors: Hengchang Huang, Zhijun Cheng, Bingxin Cai, Jing Long, Xiaomin Lin, Yong Zhang, Yangmei Luo (ORCID 0000-0002-4440-6980), Xuhai Chen (ORCID 0000-0001-5851-2373)
Source: British Journal of Educational Psychology. 2026 96(1):458-474.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Resilience (Psychology), Psychological Patterns, Test Anxiety, High School Students, Gender Differences
DOI: 10.1111/bjep.70031
ISSN: 0007-0998
2044-8279
Abstract: Background: Test anxiety is known to be negatively associated with emotional resilience. However, some studies suggest that emotional resilience helps adolescents manage test anxiety, while others argue that test anxiety undermines emotional resilience. Aims: This study aims to clarify the developmental trajectories of emotional resilience and test anxiety in high school students, explore their interrelationships over time, and investigate potential gender differences. Sample(s): The study utilised three waves of survey data from 637 high school students. Methods: A latent growth model was employed to examine the overall developmental trajectories of emotional resilience and test anxiety. A parallel-process latent class growth model was used to identify joint developmental patterns and explore gender differences. A cross-lagged model was applied to explore the prospective associations between the two variables separately for boys and girls. Results: Emotional resilience declined with grade progression, while test anxiety increased. Joint trajectories analysis identified three patterns: "low stable resilience -- high stable anxiety," "moderate declining resilience -- moderate increasing anxiety," and "high declining resilience -- low increasing anxiety." Girls were more likely than boys to be classified into "low stable resilience -- high stable anxiety" group. Longitudinal analyses revealed gender differences: for boys, higher emotional resilience predicted lower future test anxiety, whereas for girls, higher test anxiety predicted lower emotional resilience. Conclusions: The developmental trajectories of emotional resilience and test anxiety exhibit heterogeneity and gender differences. The findings highlight the importance of considering gender when designing interventions to enhance emotional resilience and reduce test anxiety.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496135
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1496135
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Developmental Trajectories and the Longitudinal Associations of Emotional Resilience and Test Anxiety: A Prospective Study in High School Students
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hengchang+Huang%22">Hengchang Huang</searchLink><br /><searchLink fieldCode="AR" term="%22Zhijun+Cheng%22">Zhijun Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Bingxin+Cai%22">Bingxin Cai</searchLink><br /><searchLink fieldCode="AR" term="%22Jing+Long%22">Jing Long</searchLink><br /><searchLink fieldCode="AR" term="%22Xiaomin+Lin%22">Xiaomin Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Yong+Zhang%22">Yong Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Yangmei+Luo%22">Yangmei Luo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4440-6980">0000-0002-4440-6980</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xuhai+Chen%22">Xuhai Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5851-2373">0000-0001-5851-2373</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. 2026 96(1):458-474.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/bjep.70031
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0007-0998<br />2044-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Test anxiety is known to be negatively associated with emotional resilience. However, some studies suggest that emotional resilience helps adolescents manage test anxiety, while others argue that test anxiety undermines emotional resilience. Aims: This study aims to clarify the developmental trajectories of emotional resilience and test anxiety in high school students, explore their interrelationships over time, and investigate potential gender differences. Sample(s): The study utilised three waves of survey data from 637 high school students. Methods: A latent growth model was employed to examine the overall developmental trajectories of emotional resilience and test anxiety. A parallel-process latent class growth model was used to identify joint developmental patterns and explore gender differences. A cross-lagged model was applied to explore the prospective associations between the two variables separately for boys and girls. Results: Emotional resilience declined with grade progression, while test anxiety increased. Joint trajectories analysis identified three patterns: "low stable resilience -- high stable anxiety," "moderate declining resilience -- moderate increasing anxiety," and "high declining resilience -- low increasing anxiety." Girls were more likely than boys to be classified into "low stable resilience -- high stable anxiety" group. Longitudinal analyses revealed gender differences: for boys, higher emotional resilience predicted lower future test anxiety, whereas for girls, higher test anxiety predicted lower emotional resilience. Conclusions: The developmental trajectories of emotional resilience and test anxiety exhibit heterogeneity and gender differences. The findings highlight the importance of considering gender when designing interventions to enhance emotional resilience and reduce test anxiety.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1496135
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496135
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjep.70031
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 458
    Subjects:
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Gender Differences
        Type: general
    Titles:
      – TitleFull: Developmental Trajectories and the Longitudinal Associations of Emotional Resilience and Test Anxiety: A Prospective Study in High School Students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hengchang Huang
      – PersonEntity:
          Name:
            NameFull: Zhijun Cheng
      – PersonEntity:
          Name:
            NameFull: Bingxin Cai
      – PersonEntity:
          Name:
            NameFull: Jing Long
      – PersonEntity:
          Name:
            NameFull: Xiaomin Lin
      – PersonEntity:
          Name:
            NameFull: Yong Zhang
      – PersonEntity:
          Name:
            NameFull: Yangmei Luo
      – PersonEntity:
          Name:
            NameFull: Xuhai Chen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0007-0998
            – Type: issn-electronic
              Value: 2044-8279
          Numbering:
            – Type: volume
              Value: 96
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: British Journal of Educational Psychology
              Type: main
ResultId 1