The Influence of Generalized Anxiety on the Interplay Between Performance Control and Self-Esteem Among Students: A Mediation Analysis

Abstract

Self-esteem has consistently been identified serving as a psychological asset that supports adaptive functioning and academic achievement, whereas generalized anxiety disorder represents a significant risk factor for impaired cognitive and behavioral regulation. The present study examined whether generalized anxiety mediates the correlation between self-worth and university students' perceived ability to manage performance after controlling for gender. A cross-sectional study framework was implemented, featuring a sample size of 530 participants. Descriptive statistics, Pearson correlations, and structural equation modeling-based mediation analyses were conducted using maximum likelihood estimation. Descriptive analyses indicated moderate levels of self-esteem (M = 3.16, SD = 0.58), relatively low generalized anxiety (M = 2.03, SD = 0.84), and high perceived performance control with a mean of 3.76, and a standard deviation of 0.54. Correlation analyses revealed that generalized anxiety was negatively associated with self-esteem (r = −.420, p < .001) and weakly negatively associated with perceived performance control (r = −.097, p < .05), whereas self-esteem was positively associated with perceived performance control (r = .438, p < .001). The mediation analysis supported a partial mediation model. Self-esteem demonstrated a substantial positive direct influence on perceived performance control (β = .435, p < .001), while also demonstrating a significant indirect effect through generalized anxiety (β = −.036, p = .034). Elevated levels of self-esteem were associated with reduced generalized anxiety (β = −.617, p < .001), and generalized anxiety significantly predicted performance control (β = .059, p = .030). The total effect of self-esteem on performance control remained statistically significant (β = .399, p < .001), indicating that generalized anxiety explained only a small proportion of the relationship. The model accounted for 23.4% of the variability in performance control (R² = .234). These findings suggest that self-esteem contributes to enhanced performance control primarily through a direct pathway while also exerting a modest indirect influence via reduced generalized anxiety. Interventions designed to strengthen self-esteem and reduce anxiety may therefore improve students' capacity to regulate and manage performance demands in academic contexts.