| With the development of society and the progress of the times,the academic pressure of primary school students has become the focus of the society.At present,it is a very common social phenomenon for the students who are in the sixth grade to face the examination of the junior high school entrance examination.In such a stressful academic environment,test anxiety arises,and their social support is rather limited.At present,there are few studies on the academic pressure,social support and test anxiety of the junior high school students in China,but there are few studies on the relationship among the above three groups.Therefore,this study focuses on the relationship among academic stress,social support and test anxiety.Through this study,we hope to have a clear understanding of the relationship between the above three.At the same time,the results of the study are discussed and analyzed,which will help the junior high school students to face the study and examination,help them adjust their mentality,and better face the coming examination of the junior high school entrance examination as well as the study and examination of each stage in the future.The subjects of this study were 109 Panlong Primary School in Kunming City District,96 Junfa Primary School attached to normal University,114 sixth grade students in closed Experimental School and 80 Primary School in Senior High School,a total of 399 male students.202 girls,with a gender ratio of nearly 1 / 1 In the form of questionnaire,descriptive statistical analysis,difference test,correlation analysis,regression analysis and intermediary effect analysis were carried out by using SPSS data analysis software.The findings are as follows:(1)the overall level of academic stress in junior high school students is lower than the theoretical median of academic stress dimensions in Adolescent Life events scale,which indicates that the overall level of academic stress in middle and early ascending groups in this study is lower than that in the middle level.However,there is still a certain degree of academic pressure.(2)there was a significant difference in the academic pressure of the group with "primary school",and the group with "illiterate father" had the least pressure on the study of the group with the father's education as "primary school".(3)there were significant differences in the overall level of social support and the dimension of utilization of support in parents' marital status.Among them,the overall level of social support and the utilization of support were the highest in the group of parents whose marital status was "divorced" at the beginning of the junior high school.The overall level of social support and the degree of utilization of support were the lowest in the group of parents whose marital status was "not very good" at the beginning of junior high school.(4)there was a significant difference in the father's degree of education in the group of junior high school students,which indicated that the difference of the father's degree of education in the junior high school group would have a direct effect on the anxiety of the examination.Among them,the test anxiety level of the junior high school students whose father's education is "college and above" is the lowest and belongs to the low test anxiety level,and the test anxiety level of the junior high school group whose father's education is "primary school" is the highest.(5)there was a significant difference in the parents' marital status in the group of junior high school students,among them,the group whose parents' marital status was "not very good" had the highest level of anxiety in the examination.Parents' marital status as "bereavement" of the junior high school students test anxiety level is the lowest.(6)there was a significant negative correlation between academic stress and social and objective support,subjective support and utilization of support.It shows that the higher the social support,the less the academic stress,and the lower the social support,the higher the academic stress.(7)there was a significant negative correlation between test anxiety and social support and subjective support,which indicated that the higher the social support was,the less the test anxiety was,and the higher the level of social support was,the less the test anxiety was,and the higher the level of social support was,the less the test anxiety was.The lower the level of social support is,the higher the test anxiety is,and there is no relationship between test anxiety and subjective support dimension.(8)there was a significant positive correlation between academic stress and test anxiety,which indicated that the higher the level of academic stress,the higher the level of test anxiety,and the lower the level of academic stress of the group of junior high-rise students,the higher the level of academic stress,the higher the level of test anxiety,and the lower the level of academic stress.The lower the test anxiety level.(9)the social support can negatively predict the academic stress,and the level of social support can explain 9.3% variance variation of academic stress.The academic stress can predict the test anxiety positively,and the level of academic stress can explain the variance variation of test anxiety of 20.1%.(10)the social support utilization dimension and subjective support dimension can negatively predict their test anxiety,and the utilization level of support can explain 10.7% variance variation of test anxiety.The subjective support level can explain 12.0% variance variation of test anxiety.(11)the interaction between academic stress and social support had a significant predictive effect on test anxiety of junior high school students,that is,social support mediates the relationship between academic stress and test anxiety.Social support plays an intermediary role between academic stress and test anxiety. |
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