Self-esteem as a predictor of anxiety and academic self-efficacy among Chinese university students: a cross-lagged analysis

Previous research has reported that self-esteem is associated with anxiety and academic self-efficacy. However, the direction of the relationship between these variables remains poorly understood, particularly in the context of university students. Based on longitudinal survey data, this study examined the predictive role of self-esteem in the interaction between anxiety and academic self-efficacy among Chinese university students. Using a cross-lagged model analysis, the results revealed a significant negative prediction from self-esteem to subsequent anxiety, thereby supporting the vulnerability model. Self-esteem also significantly positively predicted subsequent academic self-efficacy. No reverse effects were found between self-esteem and anxiety or between self-esteem and academic self-efficacy. This study provides evidence from the Chinese educational context and highlights the predictive ability of high self-esteem for low anxiety and high academic self-efficacy.