The Effect Of Family Resilience On Academic Anxiety Among Junior High School Students

Anxiety is an important factor affecting individual mental health.Excessive and uncontrollable anxiety will endanger everyone's physical and mental health.For middle school students,they often experience academic anxiety.At this stage,school education in our country still contain a relatively deep feature of examination-taking,and the assessment of students is still based on the quality of academic performance,which is also the focus of the school and parents.The high-pressure learning environment and fierce competition for further studies will not only consume the interest and enthusiasm of middle school students in learning,but also easily cause anxiety and burnout in their studies.Being in a state of academic anxiety for a long time will affect students' memory and thinking,leading to a decline in academic performance,and serious anxiety or depression.As a positive force of the family,family flexibility helps family members cope with difficulties and challenges,realizes good adaptation and positive development of individuals,and has an important influence on the healthy growth of individuals' mind and body.However,previous studies mostly focused on the analysis of test anxiety of middle school students,or the influence of individual psychological flexibility on middle school students' anxiety.In order to explore the influencing factors of academic anxiety of junior high school students more comprehensively,this study intends to explore the influence of family flexibility on students' academic anxiety.The study used a questionnaire survey method,using the family resilience rating scale,the academic anxiety subscale of the adolescent academic emotion questionnaire,the child hope scale(applicable to 8-16 years old)and the emotion regulation questionnaire as tools.Junior high school students handed out questionnaires and conducted surveys to investigate the mediating role of hope in family flexibility and academic anxiety,and the role of emotion regulation strategies(cognitive reappraisal,expression inhibition)on the relationship between hope and academic anxiety.The research uses SPSS25.0 and its plug-in PROCESS for data analysis,and the research results are as follows:(1)Compared with the theoretical median,the academic anxiety,family flexibility,and emotion regulation strategies of junior high school students are all at a moderately high level,while the sense of hope is at a moderate level.There are significant gender differences in academic anxiety among junior high school students.There are significant differences in the total dimension of family resilience in whether it is only child,family status(complete,reorganized,and single-parent family),and mother's education level.Among them,only the family strength dimension has significant differences in father's education level.There are significant differences in the sense of hope in whether it is an only child,whether it is a class leader,grade,family situation(complete,reorganized,and single-parent family),and mother's education level.There are significant differences in the cognitive reappraisal dimension of emotion regulation due to different genders,and the dimension of emotional regulation expression inhibition is significantly different in the education level of the father and the education level of the mother.(2)Family flexibility of junior high school students has a significant negative predictive effect on academic anxiety.(3)The sense of hope of junior high school students plays a part of the mediating effect between family flexibility and academic anxiety.(4)Emotion regulation strategies(cognitive reappraisal,expression inhibition)regulate the relationship between hope and academic anxiety.Based on the above research results,this research attempts to put forward educational countermeasures and suggestions.