- Self-efficacy significantly mediates the relationship between factors and anxiety, showing a strong negative association (β = -0.431, p < 0.001).
- Personal cognition and proactive behaviour, plus school, teacher and family support, increase self-efficacy and reduce anxiety.
- Results justify targeted psychological interventions and institutional support services to alleviate transfer students' anxiety and enhance academic adaptation.
Front Psychol. 2026 Sep 9;17:1862567. doi: 10.3389/fpsyg.2026.1862567. eCollection 2026.
ABSTRACT
BACKGROUND: Intense 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.
METHODS: Based 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.
RESULTS: The 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.
CONCLUSIONS: Personal 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.
PMID:42781085 | PMC:PMC13598078 | DOI:10.3389/fpsyg.2026.1862567
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