The purpose of this study was to examine the double mediation effect between self-compassion and self-handicapping in the relationship of test anxiety based on the adolescents’evaluative concerns perfectionism and personal standards perfectionism.
The topics of this study were as follows. First, to discuss the influence of evaluative concerns perfectionism, personal standards perfectionism, self-compassion and self-handicapping on test anxiety. Second, to discuss the influence of evaluative concerns perfectionism, personal standards perfectionism and self-compassion on self-handicapping. Third, to discuss the influence of evaluative concerns perfectionism and personal standards perfectionism on self-compassion. Fourth, to discuss the double mediating effects of evaluative concerns perfectionism, personal standards perfectionism on test anxiety relationship between self-compassion and self-handicapping.
For this purpose, 447 adolescents living in Daegu and Gyeongbuk, Ulsan, were studied. Data were collected through questionnaires on Multi-dimensional Perfectionism Scale(MPS), Multidimensional Perfectionism Scale(H-FMPS), Korean version of Self-Compassion Scale(K-SCS), self-handicapping Scale(SHS) and Revised Test Anxiety Scale(RTA).
For the analysis, Windows SPSS 25.0 and AMOS 21.0 statistics program was utilized with statistical significance of .05, and to estimate the parameters of proposed research model, structural equation modeling were used. Also, this study conducts the bootstrap to verify the mediated effect by using a phantom variable, besides, it suggests the ability of evaluative concerns perfectionism, personal standards perfectionism, self-compassion, self-handicapping and the direct, indirect, and total effect of test anxiety.

The results of this study are as follows:
First, evaluative concerns perfectionism, personal standards perfectionism, self-compassion, self-handicapping affected directly on test anxiety.
Second, evaluative concerns perfectionism, self-compassion affected directly on self-handicapping. however, there is no effect of personal standards perfectionism on self-handicapping statistically.
Third, evaluative concerns perfectionism, personal standards perfectionism affected directly on self-compassion.
Fourth, the relationship between of evaluative concerns perfectionism, personal standards perfectionism and test anxiety the double mediation effect between self-compassion and self-handicapping.
In conclusion, it was verified that self-compassion and self-handicapping were significantly influential variables on test anxiety in the evaluative concerns perfectionism, personal standards perfectionism. Therefore it is necessary to improve self-compassion in order to decrease the anxiety for test of adolescents that evaluative concerns perfectionism and self-handicapping. The findings of this study is also expected to be basic data for personalized education program and service that help adolescents anxiety for test.