Core Self-Evaluation, Academic Anxiety and Perceived Social Support Among College Students

Taking college students as the research object, this paper thoroughly researches the relationship mechanism among the dimensions of core self-evaluation, academic anxiety and perceived social support, in order to provide theoretical basis and realistic reference value for reducing college students’ academic anxiety and improving their core self-evaluation and perceived social support. In this study, 453 college students were used as research respondents. Descriptive statistical analysis, Pearson correlation analysis and regression analysis were performed on the data using SPSS 27.0 software. The results showed that majority of respondents scored highest on the self-esteem dimension of the core self-evaluation, the highest level of test anxiety among academic anxiety, and the highest score on the friend support dimension of the level of perceived social support, and the perceived social support score was “quite high”. Academic anxiety was significantly negatively correlated with core self-evaluation. In the three regression models of self-esteem, generalized self-efficacy and locus of control, math anxiety, generalized self-efficacy and neuroticism as independent variables can effectively predict self-esteem; science anxiety, trait anxiety, writing anxiety and locus of control as independent variables can effectively predict generalized self-efficacy; test anxiety, trait anxiety and neuroticism as independent variables can effectively predict locus of control. Based on these findings, this paper proposes an intervention program to ameliorate academic anxiety, improve core self-evaluation and perceived social support among college students. Suggestions include organizing peer support groups where students can share experiences and encourage and support each other.