The Association Between Childhood Trauma and Test Anxiety: A Serial Mediation Model Including Dysfunctional Parent Modes and Self‐Efficacy

ABSTRACT This cross‐sectional study examined the associations between childhood trauma and test anxiety, with a particular focus on the serial mediating roles of dysfunctional parent modes and self‐efficacy. Drawing on the Adaptive Information Processing (AIP) model, the study proposes that experiences of childhood abuse and neglect may be internalized as maladaptive parent modes, which are associated with diminished self‐efficacy and increased vulnerability to test anxiety. The sample consisted of 602 undergraduate students (396 females, 206 males; aged 18–28) recruited through convenience sampling from a public university. Structural equation modelling was used to examine the proposed relationships. Results indicated that childhood trauma was positively associated with test anxiety. When dysfunctional parent modes and self‐efficacy were included in the model, the direct association between childhood trauma and test anxiety was no longer statistically significant. A statistically significant serial indirect association was observed through dysfunctional parent modes and self‐efficacy. Specifically, higher levels of childhood trauma were associated with stronger dysfunctional parent modes, which were associated with lower self‐efficacy, and lower self‐efficacy was associated with higher test anxiety. These findings highlight a potential theoretical pathway linking childhood trauma to test anxiety through dysfunctional parent modes and self‐efficacy. The study contributes to the child maltreatment literature by integrating developmental trauma and schema‐based perspectives in examining individual differences in test anxiety. These findings suggest that dysfunctional parent modes and self‐efficacy may be potential intervention targets for individuals with a history of childhood adversity. Further research is needed to determine whether addressing these factors reduces test anxiety.