Study On Academic Anxiety Of High School Students And Psychological Intervention Strategies During The New Crown Epidemic

At the end of 2019,new coronavirus pneumonia(corona virus disease 2019,COVID-19)was first reported in Wuhan.Its onset was slow and hidden,the early clinical manifestations of the onset were atypical,and the incubation period was long and people with strong infectiousness were generally susceptible,so it was rapid Spread to the whole country.The epidemic threatened people’s health while causing a certain impact on the public’s psychology,causing corresponding psychological problems such as panic,anxiety,and depression.The "Guiding Principles for Emergency Psychological Crisis Intervention for the Novel Coronavirus Infected Pneumonia Epidemic" incorporates psychological crisis intervention into the prevention and control deployment,understands the psychological conditions of the various populations affected by the epidemic,and identifies the high-level population to avoid the occurrence of extreme events,so as to reduce the occurrence of the epidemic Physical and mental harm.In order to stop the spread of the COVID-19 epidemic in schools,the Ministry of Education has postponed school hours and extended holidays,home isolation to reduce unnecessary outings and online learning.Middle school students have enhanced self-awareness,impulsiveness,and cognitive behaviors are easily implied as important periods of physical and psychological development.Among them,high school is the most important stage of academic work.Previous studies have found that 46.00%-58.42% of high school students have had test anxiety above a moderate level..Moderate to severe anxiety can cause symptoms such as emotional tension,memory loss,and autonomic dysfunction,which in turn affects test scores and student physical and mental health.At present,the main research on COVID-19 focuses on epidemiology and clinical research.There are few studies on the cognitive behavior changes caused by the epidemic,online learning,and test anxiety and coping styles of high school students under the influence of postponed college entrance examinations.Therefore,this article selects the established survey objects to investigate the academic anxiety of high school students and proposes targeted psychological intervention strategies are of great significance.The research objects of this article are students from four middle schools in Guangdong,Shantou.570 questionnaires were distributed and 508 valid questionnaires were returned.The main content of the investigation is the online learning and anxiety of students during the epidemic.Based on the SPSS analysis,a comparative analysis of the academic anxiety of high school students of different genders,ages,and family conditions is carried out;based on questionnaires and interviews,the specific conditions,main manifestations and influencing factors of high school students’ academic anxiety are analyzed.The survey results show that high school students of different genders,grades and family situations have different degrees of academic anxiety;the main manifestations of their academic anxiety are: self-study anxiety,anxiety caused by online learning,and anxiety of offline school.The factors that affect the academic anxiety of high school students include: the virtuality of the online learning platform,teacher factors,students’ own factors and family factors.Finally,in response to the performance of high school students’ academic anxiety during the epidemic,corresponding psychological intervention strategies were proposed: according to the differences in student anxiety,targeted psychological counseling;taking overall and individual anxiety into consideration,adopting comprehensive psychological intervention;guiding students Improve independent learning ability and self-confidence;other psychological intervention strategies,etc.,in order to better relieve the academic anxiety of high school students.