Modeling the structural relationships of mind theory with academic anxiety through mediating of adjustment in high school students

Background: A systematic review of research suggests that different variables affect the explanation of adolescent academic anxiety, but the role of mind theory and compatibility have been neglected as an integrated model. Aims: The purpose of this study was to evaluate the structural equation model of academic anxiety explanation of female adolescents based on mind theory with the mediating role of compatibility. Method: The present study was a descriptive correlation and structural equations. The statistical population of the present study consisted of all ninth grade female adolescents in the first secondary schools during 2019-2020 in Ghaemshahr. In this study, 300 people were selected by two-stage cluster sampling to determine the sample size. Sinha and Singh’s (1993) Student Compatibility Questionnaire, Albert and Haber’s (1960) Academic Achievement Anxiety Questionnaire, and Stirman's Mind Theory (1994) were used for data collection. Structural equations with SPSSV18 and AMOSV23 software were used to analyze the data. Results: The results showed that the variables of mind theory and compatibility have a direct and significant effect on academic anxiety (P