Although previous research has investigated the impact of parents and peers on test anxiety in secondary or tertiary education, little is known about younger students, especially during the transition to secondary school. Additionally, it is unclear whether these social factors affect girls’ and boys’ test anxiety differently. Therefore, the current study examined the role of perceived peer integration into the new class context, perceived parental control, and autonomy support on girls’ and boys’ test anxiety (worry and emotionality) during the transition to secondary school. Data from 1770 students (M_age = 10.47, SD = 0.56; 51% females) were analyzed before (4th grade) and after the transition (5th grade) using a multigroup (girls vs. boys) structural equation model. Both facets of test anxiety decreased from 4th to 5th grade. Perceived peer integration into the new class was only relevant for girls’ test anxiety, while parental control predicted post-transition test anxiety for boys. The results suggest that the perceived social environment is an important factor in helping students cope with the demands of the transition to secondary school.

尽管以前的研究调查了父母和同龄人对中学或高等教育考试焦虑的影响，但对年轻学生知之甚少，尤其是在过渡到中学期间。此外，目前尚不清楚这些社会因素对女孩和男孩的考试焦虑的影响是否不同。因此，目前的研究考察了在过渡到中学期间，感知到的同伴融入新的班级环境、感知到的父母控制和自主支持对女孩和男孩的考试焦虑（担忧和情绪）的影响。使用多组 （女孩与男孩） 结构方程模型分析了 1770 名学生 （M_年龄 = 10.47，SD = 0.56;51% 女性） 的数据，在过渡之前 （4 年级） 和之后 （5 年级）。 考试焦虑的两个方面从 4 年级到 5 年级都有所下降。感知到的同龄人融入新班级仅与女孩的考试焦虑有关，而家长控制则预测了男孩的过渡后考试焦虑。结果表明，感知到的社会环境是帮助学生应对过渡到中学需求的重要因素。