考试焦虑是中国高中生面临的主要问题之一。根据生态系统理论，考试焦虑是由内外部因素共同作用的结果。父母条件性关注作为一种典型的教养方式，是影响考试焦虑的产生的重要外部因素。本研究尝试修订父母条件性关注中文量表，并在自我决定理论的指导下，构建一个有调节的中介效应模型，检验学业自我效能感在父母条件性关注和考试焦虑之间的中介作用，以及性别和社会经济地位对上述中介路径的调节作用。采用父母条件性关注量表、考试焦虑量表和学业自我效能感量表，以问卷方式对160份高中生数据进行分析。研究结果发现：（1）父母条件性关注量表在中国背景下有统计学上良好的信效度。（2）父母基于学业的条件性积极关注和消极关注皆与学业自我效能感呈显著负相关，与考试焦虑呈显著正相关，学业自我效能感与考试焦虑呈显著负相关。（3）学业自我效能感在父母基于学业的条件性消极关注和考试焦虑的关系中起完全中介作用；学业自我效能感在父母基于学业的条件性积极关注和考试焦虑的关系中的中介作用不显著。（4）有调节的中介效应检验进一步表明，性别的调节作用不显著，社会经济地位调节作用显著。即只有中高社会经济地位下，“父母条件性消极关注→学业自我效能感→考试焦虑”这一中介作用才显著。本研究表明父母条件性关注量表在中国背景下适用；父母条件性关注不利于子女学业自我效能感的发展，促使子女考试焦虑的产生，对父母对子女的教育方式有一定的指导意义。

Test anxiety is very popular among Chinese high school students. According to ecological system theory, test anxiety could be contributed to both internal and external factors. Parental conditional regard as a typical parenting style is an important external factor influencing the development of test anxiety. Guided by self-determination theory, this study constructs a moderated mediation model to examine the mediating role of academic self-efficacy between parental conditional regard and test anxiety, and the moderating role of gender and socioeconomic status on the aforementioned mediating path. To collect data, 160 high school students were asked to fill out the Parental Conditional Regard Scale, the Test Anxiety Scale, and the Academic Self-Efficacy Scale. The results of the study revealed that (1) The Parental Conditional Regard Scale has good statistical reliability and validity in the Chinese context. (2) both parental conditional positive and negative regard was significantly negative with academic self-efficacy, and academic self-efficacy was significantly negative with test anxiety. (3) Academic self-efficacy fully mediated the relationship between conditional negative parental attention and test anxiety, while academic self-efficacy did not significantly mediate the relationship between conditional positive parental attention and test anxiety. (4) The moderated mediation model further indicated that the moderating effect of gender was not significant and the moderating effect of socioeconomic status was significant. That is, the mediating effect of "negative parental conditional regard → academic self-efficacy → test anxiety" was significant only for student from medium and high socioeconomic status. This study suggests that parental conditional regard is not conducive to the development of children's academic self-efficacy and contributes to the development of test anxiety in children, and gives a direction for parents' educational practices toward their children.