AI Insight
This study examined psychological anxiety among 392 Chinese postgraduate transfer students using structural equation modeling based on social cognitive theory. Results showed that self-efficacy significantly mediated the relationship between personal factors (cognition and proactive behavior), external support (from schools, teachers, and families), and anxiety levels, with self-efficacy demonstrating a strong negative association with anxiety. The model demonstrated good statistical fit and all proposed hypotheses were supported.
Why it matters
The findings provide evidence-based guidance for developing targeted psychological interventions and support services for postgraduate students undergoing the transfer process. Understanding self-efficacy as a key mediating factor suggests that enhancing students' confidence and coping abilities could be an effective strategy for reducing anxiety during high-stakes academic transitions.
Understand the Science
BackgroundIntense competition in China’s postgraduate admission has resulted in a large number of students participating in the re-examination transfer process. High uncertainty, time pressure, and information asymmetry during transfer are linked to severe psychological anxiety that impairs students’ mental health and academic adaptation. Empirical research on the anxiety mechanism and intervention paths for this group remains limited.MethodsBased on social cognitive theory (SCT), this study constructed a structural equation model (SEM) involving personal factors, external support, self-efficacy, and psychological anxiety. A questionnaire survey was conducted among transfer students from five universities in Henan Province, yielding 392 valid responses (including 187 male participants and 205 female participants), with an average age of 22.18 years old. Scales included the General Self-Efficacy Scale (GSES) and the 7-item Generalized Anxiety Disorder scale (GAD-7). Data were analyzed using SPSS and Amos for reliability, validity, SEM estimation, and Bootstrap mediation testing.ResultsThe measurement model showed good reliability and validity. The overall model fit was satisfactory (CMIN/DF = 1.958, RMSEA = 0.049, CFI = 0.948). All hypotheses were supported. Self-efficacy was negatively associated with anxiety (β = –0.431, p < 0.001). Personal factors and external support were positively associated with self-efficacy and negatively associated with anxiety. Self-efficacy significantly mediated the relationships between personal factors, external support, and anxiety.ConclusionsPersonal cognition, proactive behavior, and support from schools, teachers, and families are negatively correlated with anxiety. Self-efficacy acts as a key mediator. These findings provide empirical evidence for targeted psychological interventions and support services for postgraduate transfer students.