The Relationship Between Mindfulness,english Learning Anxiety And English Achievement Of Junior Middle School Students

From primary school to junior high school,students in grade one are under pressure from many aspects in the face of the changes of living environment,the increase of learning subjects and the physical and psychological changes that come with puberty.But on the other hand,with the improvement of their cognitive level,Grade One students will be more aware of themselves and the external environment and more sensitive to what is happening around them.Mindfulness also begins to develop and plays a more and more important role in students’ study and life.At the same time,due to the importance of English subjects and the change of class hours in junior high school,many students show more negative emotions in English learning,among which anxiety is more common.Studies have shown that negative emotions will affect individual work efficiency and performance,while students’ anxiety in English learning may affect their English performance.This study attempts to explore the relationship between mindfulness,English learning anxiety and English achievement of junior high school students on the basis of studying the status quo of mindfulness,English learning anxiety and English achievement.This study used the Mindfulness Attention Inventory and English Learning Anxiety Inventory to conduct a questionnaire survey among 450 junior high school students.Descriptive statistics,difference test,correlation analysis and mediating effect test were used to conduct data analysis to explore the relationship between the level of junior high school students’ mindfulness,English learning anxiety and academic performance.The research conclusions are as follows:(1)the first student of mindfulness is in average level,and in the gender is an only child No significant difference in family lives on the ground.(2)In the four dimensions of anxiety,students score the highest in the dimension of negative evaluation anxiety.The level of classroom anxiety of junior high school students is significantly higher than that of female students,and the overall level of English anxiety of rural students is higher than that of urban students.(3)There is a significant difference between male and female students in English learning performance,and the performance of female students is higher than that of male students.(4)There is a significant positive correlation between the level of students’ mindfulness and their English learning performance,and a significant negative correlation between their English learning anxiety and their English learning performance.(5)English learning anxiety plays a complete intermediary role between their mindfulness and their English learning performance.