Research On The Intervention And Mechanism Of Mandala Painting On Academic Anxiety Of Junior High School Students

Academic anxiety,also known as learning anxiety,is a kind of negative emotions generated by students in the academic environment.It is the tension,anxiety,fear,phobia,etc.of students about the learning task and the learning process.Studies have shown that moderate stress can maintain students' learning excitement,promote enthusiasm,and to a certain extent increase students' attention and response speed when answering questions in class,but excessive academic anxiety can reduce students' academic performance and even cause serious serious psychological or behavioral problems.Mandala painting has a significant effect in relieving negative emotions such as anxiety and depression.Based on the existing research on mandala painting at home and abroad,this research explores the effect of mandala painting on the improvement of academic anxiety of junior high school students,and on the basis of related questionnaires,discusses the effect of mandala painting on alleviating academic anxiety Mechanism.Emotional expression is the ability to perceive and express the emotions of oneself or others.Emotional regulation self-efficacy is a kind of self-confidence and a sense of ability for an individual to effectively regulate their own emotions.Studies have shown that there is a correlation between the emotional expression of junior high school students,academic achievement,and academic anxiety,and there is a correlation between emotional regulation self-efficacy and emotional regulation and academic performance.Individuals with high emotional expression and high emotional regulation self-efficacy are more able to effectively deal with their own emotional problems and relieve bad emotions.This study aims to explore the predictive effect of emotional expression and emotional regulation self-efficacy on academic anxiety of junior high school students,and to explore whether emotional regulation self-efficacy has a mediating effect between emotional expression and academic anxiety,and on this basis,through The group conducts mandala painting intervention to explore the intervention effect and mechanism of mandala painting on the academic anxiety of junior high school students.The study randomly selected 80 junior middle school students(40 in the experimental group and 40 in the control group)as the research objects.The experimental group was given 10 weeks of intervention training(1 time/week,50 minutes/one time).The control group did not Conduct any intervention in academic anxiety.The results of the study are as follows:1.There are gender differences in the positive emotion expression,emotion regulation self-efficacy,and academic anxiety of junior high school students.Among them,the academic anxiety of girls is significantly higher than that of boys;2.The emotional expression of junior high school students is significantly negatively correlated with academic anxiety,and emotional expression There is a significant positive correlation with emotion regulation self-efficacy,and a significant negative correlation between emotion regulation self-efficacy and academic anxiety;3.Junior high school students' emotional regulation self-efficacy plays a part of mediating role between emotional expression and academic anxiety,among which expressing positive emotional self-efficacy and managing negative emotional self-efficacy both play a part of mediating role between emotional expression and academic anxiety;4.Mandala painting can effectively alleviate the academic anxiety of junior high school students;5.The mechanism of mandala painting to relieve the academic anxiety of junior high school students is related to emotional expression and emotional regulation self-efficacy.That is,the intervention of mandala painting can significantly improve junior high school students.The emotional expression and emotional regulation of the student group's self-efficacy,thereby reducing academic anxiety.