The Relationship In Junior High School Students' Sense Of Self Worth,Test Anxiety And Academic Achievement And Their Training

In the current educational environment,especially in China,the academic achievement is still an objective index to test the students' learning ability and an important basis for the selection of talents.Studies have shown that there is an interaction between the mental state of students and their academic performance.Junior high school students are at puberty,which is the key period for the development of self-consciousness.Self worth,as a positive emotional experience,affects the children's understanding and evaluation of themselves.Test anxiety is a negative emotion in the examination context,which prevents students from playing the real level.Students with high self worth experience are more experienced,more confident and able to focus on test tasks,so as to achieve good results.The students with low self-worth are less positive and self abased.Some psychological resources are used to deal with anxiety,and they can not concentrate on the task of examination so that their academic performance is not ideal.The main objective of this study is to explore the mechanism of two psychological variables,self-worth and test anxiety,in order to improve the students' academic performance by improving their mental health.Then it provides theoretical and empirical support for mental health education in schools.A questionnaire survey was used to randomly select 290 junior middle school students from a Municipal Junior Middle School in Lanzhou.The relationship in self worth,test anxiety and academic achievement,and the intermediary role of test anxiety in the three were explored.Study two using group mindfulness training,thirty students with high test anxiety level were selected from the study one,and were randomly divided into experimental group and control group.Combined with the theory of examination anxiety and mindfulness,the intervention curriculum was formulated.The experimental group had a weekly mindfulness intervention,eight times of mindfulness intervention,and the control group did not do any intervention.The 8 intervention courses have a significant effect on reducing the students' test anxiety.The conclusions of this study are as follows:1.Junior high school students' self worth and test anxiety are negativelycorrelated,and there is a significant positive correlation with academic achievement;test anxiety is negatively correlated with academic achievement.2.For junior middle school students social oriented interpersonal self-worth and sense of family value has significant positive predictive effect on academic achievement and social value orientation;physiological sense has significant negative predictive effect on academic performance;test anxiety has negative effect on academic achievement;3.Test anxiety plays a part of mediating role between Self-worth and academic achievement.4.Through the intervention of mindfulness group,it can effectively reduce the level of examination anxiety of junior high school students and improve their academic performance.