Junior Middle School Students’ Attribution Of Mediating Roles Between Test Stress And Mental Health

In this paper,junior high school students as the research object,to explore the relationship between junior high school students’ test stress,attribution and mental health.The scales used in this study were the Test Pressure Scale,the Academic Achievement Attribution Scale,and the Mental Health Scale.The test pressure scale includes three dimensions:test anxiety response,cognitive and behavioral responses,perceived social expectation and social comparison;Learning Attribution Scale includes four dimensions of ability,effort,situation and luck;Mental health scale,including life happiness,willing to learn,interpersonal harmony,test sedation and emotional stability five dimensions.In the formal study,a total of 500 questionnaires were distributed and 452 valid questionnaires were actually implemented.Data were analyzed by demographic analysis,T-test,ANOVA,partial correlation analysis,regression analysis and mediator test using SPSS 22.0.The data were validated by AMOS21.0 Test,the result is as follows:(1)There are significant gender differences in the four dimensions of cognitive and behavioral responses,perceived social expectations and comparisons,competency attribution,and situational attribution;There are significant grade differences in the dimensions of anxiety response,effort attribution,situation attribution,luck attribution,life happiness,willingness to learn,interpersonal harmony,test sedation,and emotional stability;(2)The anxiety response was significantly negatively correlated with happiness in life,willingness to learn,interpersonal harmony,and sedation,and was significantly positively correlated with emotional stability;There was a significant positive correlation between cognitive and behavioral responses and life happiness,willingness to learn,interpersonal harmony,and emotional stability;Perceived social expectations and comparisons are significantly negatively correlated with happiness in life,willingness to learn,and sedation in exams,and have a significant positive correlation with emotional stability;(3)Social expectations and comparisons of anxiety response and perception have a significant negative predictive effect on happiness in life,willingness to learn,and sedation in exams;The anxiety response has a significant negative predictive effect on interpersonal harmony,and has a significant positive predictive effect on emotional stability;Cognitive and behavioral responses have a significant positive predictive effect on happiness in life,willingness to learn,emotional stability,and interpersonal harmony;(4)Efforts to play a partial intermediary role in anxiety response and life happiness;Efforts to play a part in the mediation of cognitive and behavioral responses and willingness to learn;Competence plays a partial intermediary role in perceived social comparison and expectation and sedation.