Test Anxiety Of Junior Middle School Students With Left-behind Experience:Symptoms,Influencing Factors And Intervention

With the development of society and the acceleration of urbanization process,the number of migrant workers in rural areas increased,the number of children left behind is also increasing.Many studies have shown that left-behind experiences can have a negative impact on student behavior and emotional adaptation.In China's education system,the assessment form is relatively single,the volume examination is the main assessment methods,students need to learn a lot of knowledge,the pressure is relatively large,the higher the incidence of student test anxiety.What are the symptoms and influencing factors of exam anxiety in junior high school students?How to focus on these characteristics of the experience of left-behind junior college students to study the anxiety of the study? This study explores this in depth.In the study one,a total of 16 junior middle school students with left-behind experiences in the junior high school in Nanyang City of Henan Province were selected.Through qualitative interviews,the study experienced the symptoms and influencing factors of left-behind junior college students' test anxiety.Study two selected 13 left-behind experience or is experiencing the left-behind eighth grade students as the object of study group intervention.According to the symptoms and influencing factors of the study of left-behind junior college students' test anxiety,a targeted intervention program was designed.Based on the theory of behaviorism and cognitiveism,eight intervention programs were designed to systematically intervene.The main conclusions of the study are as follows:(1)a lot of experienced junior high school students in the examination prone to test anxiety symptoms,the main performance of the test before the quality of sleep is not high,the examination room is easy to anxiety anxiety,severe tremors will appear,the mind blank and other symptoms,Poor test scores were ridiculed or criticized,these anxiety due to lack of parental guidance during the stay,failed to master the effective way to reduce anxiety and difficult to get relief in time.(2)Exam anxiety is mainly due to the fact that the family is too concerned about the results,expectations are too high,too much accusations,and so on,plus the fear of teachers to belittle,threatened to parents,and students compare the results of external pressure,these external pressure will lead to Students appear too much to belittle their ability to imagine the test results too bad and other unreasonable cognition,these distorted recognition because the parents are not around and difficult to be corrected in time,and then lead to too high test anxiety.Although the positive support of parents and students can weaken the impact of these external pressures,but many experienced students are difficult to get effective support in time.(3)The practice of anxiety group based on behavior therapy and cognitive therapy theory can effectively reduce the level of test anxiety of left-behind junior high school students.However,short-term exam anxiety group intervention is more obvious to students who have experienced shorter duration of stay,and the effect on junior middle school students with long stay is not significant.