The Impact Of Academic Anxiety On Academic Performance Of High School Students

With the continuous improvement of the degree of attention to education and the increasingly fierce social competition,the academic pressure faced by contemporary high school students is becoming more and more prominent,not only worried about academic performance,but also worried about the negative evaluation caused by poor academic performance.Academic anxiety is a common emotional experience among senior high school students.Serious academic anxiety not only affects students’ academic performance,but also has a great impact on their physical and mental health.Previous studies have explored the effects of academic emotion and test anxiety on academic performance,but few studies have directly explored the internal mechanism of the impact of academic anxiety on academic performanc.Based on the review of previous research literature,this study takes senior high school students as the subjects to explore the intermediary role of achievement goal orientation and learning strategies between academic anxiety and academic performance.To a certain extent,reveal the internal mechanism of the impact of academic anxiety on academic performance.Specifically,this study investigated 968 senior high school students by using the academic anxiety Questionnaire,the 2×2 Achievement goal orientation Questionnaire and the Learning Strategy Questionnaire.The students’ scores in the two main courses of language(Chinese and English)and mathematics in the middle and final examination were converted into Z scores as academic achievement indicators,and Spss22.0 was used to carry out descriptive statistics and correlation analysis of the data.Using Mplus7.0 software,this paper constructs a chain intermediary model between achievement goal orientation(mastery-approach goal and performance-avoidance goal)and learning strategies between academic anxiety and academic achie vement,and tests the significance of their mediating effect.The results show that:1.The senior high school students who participated in the study had more than moderate academic anxiety.2.Achievement goal orientation and learning strategies have significant gender differences.girls are more inclined to mastery-avoidance goals and performance-avoidance goal,while boys are more inclined to performance-approach goal;girls are significantly higher than boys in score of surface cognitive strategies and whole learning strategy questionnaire.3.The grades of academic anxiety,achievement goal orientation and learning strategies are significantly different.The scores on the Academic Anxiety Scale increase with grades;In terms of mastery-approach goal,the score of Senior one is higher than that of Senior two and Senior three.In the three sub-dimensions of mastery-avoidance goal,performance-approach goal and performance-avoidance goal,they all show a trend of increasing with the increase of grade;The score of surface cognitive strategies in senior high school one is significantly higher than that in senior two,while the score of whole learning strategies questionnaire,deep cognitive strategies and meta-cognitive strategies decreases with the increase of grade.4.Academic anxiety,achievement goal orientation,learning strategies and academic achievement are related,but the correlation between sub-dimensions of each variable is different in positive and negative directions.5.Achievement goal orientation(mastery-approach goal and performance-avoidance goal)and learning strategies play a chain intermediary role in the relationship between academic anxiety and academic performance.In a word,this study proves that the performance patterns of academic anxiety,achievement goal orientation and learning strategies of senior high school students are not the same in different grades,and there are also differences in gender.Academic anxiety has a negative predictive effect on academic performance through achievement goal orientation(mastery-approach goal and performance-avoidance goal)and learning strategies.This study inspires us that when counseling the academic performance and related psychological problems of senior high school students,we must carry out targeted intervention according to the differences of grade and gender;when helping students with a high level of academic anxiety and poor academic performance,we should not only pay attention to how to reduce students’ academic anxiety,but also improve their academic performance by helping them to establish good goal motivation and improve learning strategies.