The Influence Of Middle School Students' Self-compassion On Test Anxiety

The results of variance test showed that there was no significant difference in test anxiety between the middle school students and the students in grade.The negative impact of test anxiety on adolescents has been confirmed by many sides.Junior and senior high school students are facing severe pressure of entering school.In addition,the problem of test anxiety has become increasingly prominent due to the heavy schoolwork and other external environment.According to the research on test anxiety,meta-anxiety is the core factor to induce test anxiety,and students’ academic self-efficacy is the endogenous factor.Based on the theory of emotional coping,self-compassion plays an increasingly prominent role in regulating general anxiety.The three factors mentioned above are the influencing factors of test anxiety at the individual cognitive level;Zheng Xifu,a domestic scholar,deals with test anxiety and meta-anxiety.Based on the relationship between anxiety,Wang Renhua’s review of self-compassion and general anxiety,and previous studies on academic self-efficacy and test anxiety,this study will further explore the internal influence mechanism of self-synchronization on test anxiety.In this study,850 middle school students were surveyed by questionnaires,using the Test Anxiety Questionnaire(TAI),Cheng Xifu’s Test Meta-worry Questionnaire,Gong Huoliang’s Self-Empathy Scale and Liang Yusong’s Academic Self-efficacy Scale.The data were tested by common deviation test,difference analysis and correlation analysis,and the chain model was constructed.The intermediary model explores the mechanism of meta-anxiety and academic self-efficacy in the influence of self-compassion on test anxiety,and puts forward corresponding educational suggestions based on the results.The results of variance test showed that there was no significant difference in test anxiety between the middle school students and the students in grade.The results of correlation analysis showed that meta-worry was significantly positively correlated with test anxiety;self-sympathy was negatively correlated with test anxiety;academic self-efficacy was negatively correlated with test anxiety;meta-worry was significantly negatively correlated with self-compassion;meta-worry and academic self Efficacy was significantly negatively correlated;self-compassion was significantly positively correlated with academic self-efficacy.Relevant analysis results show that Meta-worry is positively correlated with test anxiety;self-compassion is negatively correlated with test anxiety;academic self-efficacy is negatively correlated with test anxiety;Meta-worry is negatively correlated with self-compassion;Meta-worry is negatively correlated with academic self-efficacy;self-compassion is positivelycorrelated with academic self-efficacy.Path analysis and bootstrap test results showed that: self-compassion had a negative impact on meta-anxiety;Meta-worry played a part of mediating role in the process of the impact of self-compassion on test anxiety;academic self-efficacy played a full mediating role in the process of the impact of self-compassion on test anxiety;academic self-efficacy and Meta-worry played a role in the process of the impact of self-compassion on test anxiety.Partial chain mediation.