The Relationship Between Junior Middle School Student's Test Anxiety And Academic Achievement

The new curriculum reform further pursues students' all-round development and personality liberation,so it is of great significance to pay attention to students' learning mental health under the current curriculum value.Studies have found that non-intellectual factors such as test anxiety and academic self-efficacy have important effects on students' academic development.The junior middle school stage is not only the second acceleration period of individual physical and mental development,but also the end stage of compulsory education,which has a profound impact on the lifelong development of individuals.To this end,this study,aiming at junior high school students,mainly discussed the relationship among test anxiety,academic self-efficacy and academic achievement,especially the mediating effect of academic self-efficacy in the influence of test anxiety on academic achievement.This study mainly adopts the questionnaire method.The sample students are the seventh and eighth grade students of 53 schools from a city in Henan Province,and a total of 6203 valid questionnaires are collected in the end.The questionnaire used are the self-compiled Test Anxiety Scale and Liang Yousong's Academic Self-efficacy Scale,and the academic achievement adopts the standardized final term test results of the unified proposition of the whole city.The following conclusions are analysed:(1)Test anxiety,academic self-efficacy of junior high school students are all in the middle level,and there are significant differences in test anxiety,academic self-efficacy and academic achievement in grade,gender,whether it is an only child and whether it is a class cadre.(2)Test anxiety of junior high school students was not only negatively correlated with their academic self-efficacy,but also negatively correlated with their academic achievement,while there was a significant positive correlation between academic self-efficacy and academic achievement.(3)Academic self-efficacy does not play an intermediary role in the influenceof test anxiety on Chinese final grade;academic self-efficacy plays a part intermediary role in the influence of test anxiety on mathematics final grade,with a mediating effect of 5%;academic self-efficacy plays a part intermediary role in the influence of test anxiety on English final grade,with a mediating effect of 6.1%.On the basis of these conclusions,the paper discusses and puts forward some suggestions for action to overcome the negative effects of test anxiety on academic achievement.First of all,it is necessary to highlight the ontological function including diagnosis and knowledge consolidation function in academic examination;secondly,it is necessary to fully understand the role of non-intellectual factors such as test anxiety and self-efficacy in the development of junior high school students;thirdly,the demographic differences should be fully considered in the intervention of test anxiety,academic self-efficacy and academic achievement in junior high school students;finally,the differences between subjects should be respected in the intervention of test anxiety in junior high school students from the perspective of academic self-efficacy.