The Impact Of Junior High School Students' Academic Performance On Learning Anxiet

According to relevant data,by 2020,the detection rate of anxiety disorders in Chinese residents was 4.98%,among which the proportion of adolescents with anxiety accounted for24% of the total number of anxious people.Learning anxiety is the most closely related anxiety for junior high school students.Learning anxiety is the psychological reaction of students in a particular learning situation which poses a threat to self-esteem.Among the many influencing factors of learning anxiety,academic achievement is one of the most common factors in junior high school students’ learning stage.Therefore,this study explores the influence of junior high school students’ academic performance on learning anxiety based on the anxiety attribution theory and state-trait theory.In this study,the mental health diagnostic scale of middle school students was used to measure all junior high school students in a middle school in Tianjin,and finally 857 valid data were obtained.After the measurement,the total score of the last final examination of junior high school students was obtained as the learning performance data.In the first study,one-way analysis of variance and simple adjustment model were used to investigate the relationship between learning achievement and learning anxiety of junior middle school students and the moderating effect of gender on learning achievement and learning anxiety.In the second study,12 junior high school students with high anxiety level were interviewed in semi-structured depth and analyzed by interpretive phenomenology analysis method to try to explain how gender moderates the influence of academic performance on learning anxiety and the potential mechanism of the influence of academic performance on learning anxiety.The main results of this study are as follows:1.There is a significant negative correlation between academic performance and academic anxiety of junior high school students,and the anxiety level of students with lower academic performance is higher;2.Gender has a moderating effect on the influence of junior middle school students’ academic performance on learning anxiety;3.The individual cognitive experience of junior high school students with high learning anxiety includes two epistatic themes,namely,cognitive processing,idiosyncrasies and somatic perception.Cognitive processing includes expectations and requirements and negative automatic thinking,while trait and body perception include emotional sensitivity and body response;4.Junior high school students with high learning anxiety experience of external stimulation includes two upper topics,namely campus relationship experience and parent-child relationship experience.Campus relationship experience includes teacher pressure,peer competition and support,and teaching activities,while parent-child relationship experience includes gratitude and return,and tension and fear;5.Emotional sensitivity and negative automatic thinking are important factors affecting the learning anxiety of junior high school students with different achievement groups;6.Male and female students’ different perception of parent-child relationship experience is an important reason for the moderating effect of gender on the learning anxiety of junior middle school students.In conclusion,this study provides certain empirical evidence for the relationship between junior high school students’ academic performance and learning anxiety through the combination of quantitative research and qualitative research.It suggests that we should treat the achievement of junior high school students with a correct attitude and pay attention to the development of students’ mental health.