Research On Mindfulness Intervention In Senior Three Students Learning Anxiety

Learning anxiety is a common negative emotion of students in the learning process.It is a kind of nervous and uneasy psychology when students fail to meet the requirements and standards of parents,teachers or schools.Mindfulness,as an effective intervention method to improve individuals' positive emotions,can help individuals better accept and deal with their own negative emotions.After Mindfulness Training,individuals can reduce the automatic response of consciousness,thus playing the role of regulating individual emotions.At the same time,Mindfulness Training can strengthen students' emotional management ability and relieve children's anxiety symptoms.The purpose of this study is to investigate the relationship between mindfulness and learning anxiety in Senior Three students,and to explore the influence of mindfulness on math learning anxiety and English learning anxiety in Senior Three students by using mindfulness stress reduction therapy.This study took 450 students in grade 3 of a high school in Huaibei city as subjects and tested them with the five-factor mindfulness scale,mathematics learning anxiety scale and English learning anxiety scale.On the basis of investigating the general features of learning anxiety of Senior Three students,according to the order from high to low,40 subjects with low level of mindfulness,high level of math learning anxiety and high level of English learning anxiety were further screened out.According to the principle of homogeneity,they were divided into the control group and the experimental group,with 20 people in each group.The experimental group underwent eight weeks of mindfulness stress reduction training(90 minutes each time),while the control group had no training requirements.After eight times of mindfulness stress reduction training,the two group were tested by Five facet Mindfulness Questionnaire(FFMQ),s Mathematics Anxiety Rating Scale and English Language Classroom Anxiety Scale(FLCAS).Through the process and analysis of the research results,the conclusions of this study are as follows:(1)There is a significant negative correlation between the level of mindfulness and the level of mathematics learning anxiety and the level of English learning anxiety in Senior Three students.(2)The math learning anxiety scores of boys in Senior Three are significantly higher than those of girls,and there is no significant demographic difference between mindfulness scores and English learning anxiety scores.(3)Mindfulness stress reduction training can significantly improve the level of mindfulness of senior high school students,and can alleviate their math learning anxiety and English learning anxiety.