A Study On The Relationship Between Physics Learning Anxiety,Learning Self-efficacy And Physics Academic Achievement In Senior High School Students

Nowadays,under the intense competitive pressure,overloaded learning tasks and high expectations of teachers and parents,the incidence of anxiety is gradually increasing,but the confidence that they can achieve satisfactory results in learning tasks is not enough.The problem should be taken seriously by parents,teachers and relevant departments.This study focuses on the students' learning anxiety,learning self-efficacy and the relationship between them and their achievement,in order to promote the overall development of physical and mental health of middle school students and improve the learning efficiency.Lay a good foundation for the growth and development of students in the future.Taking physics learning anxiety and physics learning self-efficacy of senior high school students as the starting point,this study randomly selected 222 senior high school students from a middle school in Xinyang City to conduct a questionnaire survey,and analyzed and processed the questionnaire results by using SPSS22.The following conclusions are drawn:(1)Senior high school students' physics learning anxiety is in the middle level as a whole,and there are significant differences in grade and gender.Among them,the level of physics learning anxiety in senior two was significantly higher than that in senior one,and the level of physical learning anxiety in female students was significantly higher than that in male students.(2)The self-efficacy of physics learning in senior high school students is in the middle level,and there are significant differences in grade and gender.Among them,the level of physics learning self-efficacy in senior grade 1 was significantly higher than that in grade 2,and the level of self-efficacy in physics learning of boys was significantly higher than that of girls.(3)The physics academic achievement of senior high school students decreases with the increase of physical learning anxiety.The students with low anxiety are better,the students with middle anxiety are in the middle level,and the students with high anxiety are generally poor.Therefore,the physics learning anxiety of senior high school students has a great influence on physics achievement to a great extent.(4)The higher the level of self-efficacy of physics learning in senior high school students,the higher the score of physics.The students with high self-efficacy have the highest average score in physics,and the students with low self-efficacy have the lowest average score.The average score of middle-effect students is between the two.Therefore,high school students' sense of self-efficacy in physics learning affects their physics achievement.(5)There is a significant negative correlation between physics learning anxiety and physics achievement,a significant positive correlation between physics learning self-efficacy level and physics achievement,and a significant negative correlation between learning anxiety level and self-efficacy level,and there is a significant negative correlation between learning anxiety level and self-efficacy level in senior high school students.Among them,test anxiety,general sense of learning ability of the two dimensions of the greatest impact on the results.(6)Compared with physics learning anxiety,physics learning self-efficacy has more influence on physics achievement.(7)High school students' sense of self-efficacy in physics learning plays a part of mediating effect between physics learning anxiety and physics academic achievement.According to the above conclusions,the author puts forward practical suggestions from two aspects: relieving anxiety and cultivating students' self-efficacy.The suggestions for alleviating learning anxiety are as follows: reducing students' test anxiety;organize group learning;improve teaching mode and create harmonious atmosphere;advocate evaluation subject,method and content diversification.The suggestions of cultivating self-efficacy are as follows: guide students to set reasonable learning goals;guide students to positive attribution;and be good at inspiring students' positive emotions.