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.

尽管之前的研究调查了父母和同龄人对中学或高等教育中考试焦虑的影响，但对年轻学生的了解却很少，尤其是在向中学过渡期间。此外，尚不清楚这些社会因素是否对女孩和男孩的考试焦虑产生不同的影响。因此，本研究探讨了感知到的同伴融入新班级环境、感知到的家长控制和自主支持对女孩和男孩在向中学过渡期间的考试焦虑（担忧和情绪）的作用。使用多组（女孩与男孩）结构方程模型对过渡前（四年级）和过渡后（五年级）1770 名学生（ M_年龄= 10.47， SD = 0.56；51% 女性）的数据进行了分析。从四年级到五年级，考试焦虑的两个方面都有所下降。同伴融入新班级的感知仅与女孩的考试焦虑有关，而家长控制则预测男孩的过渡后考试焦虑。结果表明，感知的社会环境是帮助学生应对向中学过渡的要求的重要因素。