The Relationship Between Effort-Reward Imbalance and Academic Anxiety in Middle School Students: A Predictive Correlational Design.

Abstract

This study aims to explore the relationships between effort-reward imbalance, academic anxiety, sensory processing sensitivity, and control beliefs, and to investigate the mediating and moderating roles of sensory processing sensitivity and control beliefs in the association between effort-reward imbalance and academic anxiety. Employing a quantitative research approach and integrating the diathesis-stress model and effort-reward imbalance theoretical framework, an assessment was conducted on 1522 middle school students (52.04% girls) aged 11 to 18 years (12.82 ± 0.73 years) from regions of Western China, selected through convenience sampling. The study utilized the Effort-Reward Imbalance Scale, Academic Anxiety Scale, Sensory Processing Sensitivity Scale, and Control Beliefs Scale for comprehensive evaluation. Structural Equation Modeling (SEM) with Mplus 8.3 was employed to analyze the data. The study revealed a moderate positive correlation between effort-reward imbalance and academic anxiety, with sensory processing sensitivity acting as a mediator. Moreover, control beliefs demonstrated a moderating effect on this relationship's initial and direct paths. It is crucial to acknowledge the impact of effort-reward imbalance and to maintain a moderate level of control beliefs to enhance the psychological well-being of secondary school students.