University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 1 2023 04 21 The Role of Parental Communication Patterns and Attribution Styles in Prediction School phobia and Test Anxiety Student The Role of Parental Communication Patterns and Attribution Styles in Prediction School phobia and Test Anxiety Student 20 33 2248 10.22098/jsp.2023.2248 FA Hassan Jafarzadeh Dashbolagh PhD student in educational psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. Babak Hemmati PhD student of psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. Nahid Meraji M.A of Personality Psychology, Karaj Branch, Islamic Azad University , Karaj, Iran Nader Fakherezakeri M.A of Exceptional Child Psychology and Education, Payame Noor University, Ardabil Branch, Ardabil, Iran Journal Article 2023 05 26 <strong>Objective: </strong>The aim of this study was to determine the role of parental communication patterns and attribution styles in prediction school phobia and test anxiety student.<br /><strong>Methods: </strong>This is a descriptive correlational study. From all high school students and their parents who resided in Ardebil in 2019, 100 parents and 100 students were selected by convenience sampling. Test anxiety questionnaire, documented style and revised family communication patterns scale were used for data collection. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS22 software.<br /><strong>Result: </strong>The results showed that there is a significant negative relationship between positive attribution style and communication pattern of dialogue with school phobia and test anxiety and there is a significant positive relationship between negative attribution style and coping style with school phobia and test anxiety (p<0.01). The results of regression analysis showed that 39.14% of school phobia and 33.1% of students 'test anxiety were explained by parents' communication patterns and attribution styles (p<0.01).<br /><strong>Conclusion: </strong>The results emphasize the need for more attention to parent-child relationships in children with school phobia and anxiety. <strong>Objective: </strong>The aim of this study was to determine the role of parental communication patterns and attribution styles in prediction school phobia and test anxiety student.<br /><strong>Methods: </strong>This is a descriptive correlational study. From all high school students and their parents who resided in Ardebil in 2019, 100 parents and 100 students were selected by convenience sampling. Test anxiety questionnaire, documented style and revised family communication patterns scale were used for data collection. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS22 software.<br /><strong>Result: </strong>The results showed that there is a significant negative relationship between positive attribution style and communication pattern of dialogue with school phobia and test anxiety and there is a significant positive relationship between negative attribution style and coping style with school phobia and test anxiety (p<0.01). The results of regression analysis showed that 39.14% of school phobia and 33.1% of students 'test anxiety were explained by parents' communication patterns and attribution styles (p<0.01).<br /><strong>Conclusion: </strong>The results emphasize the need for more attention to parent-child relationships in children with school phobia and anxiety. https://jsp.uma.ac.ir/article_2248_69a3bd3aaac6e00c0a30f948c1b4b209.pdf