The Effect Of Mindfulness Level On Test Anxiety Among Junior High School Students: Longitudinal Mediating Effects Of Emotion Regulation Strategies

In the current educational background,examinations are still a very important way of talent selection.Searching for references found that the test anxiety of junior high school students in country is widespread.Junior high school students are in a special stage of adolescence and are prone to anxiety when coping with tests.This not only affects test scores,but also affects students' physical and mental health.Therefore,it is relieved.The test anxiety of junior high school students is very necessary.Previous studies have found that test anxiety is inseparable from the level of mindfulness and emotion regulation strategies.This study is aimed at junior high school students,using horizontal and vertical analysis methods to investigate the relevance between mindfulness levels,emotion regulation strategies and test anxiety and among them the development trend of changes.This study took junior high school students This research takes junior high school students from a middle school in Henan Province as the research object,and used the simplified five-factor mindfulness scale,cognitive emotion regulation questionnaire,and test anxiety scale for testing.A semester follow-up study was carried out on them.A total of two follow-up studies were carried out,and the collection and sorting were effective.The data.Use SPSS22.0 to perform statistical analysis on the data.The main conclusions are as follows:(1)The test anxiety of junior high school students is universal,which has an impact on the physical and mental health of students;there is a significant negative correlation between their mindfulness level and test anxiety,indicating that individuals with higher levels of mindfulness have lower test anxiety levels(2)The positive adjustment strategy of junior high school students has a negative correlation with test anxiety,and the negative adjustment strategy has a significant positive correlation with test anxiety.The two emotion adjustment strategies have different effects on the test anxiety of junior high school students.(3)The negative adjustment strategies of junior high school students play a horizontal mediating role between mindfulness level and test anxiety.(4)The mindfulness level of junior high school students showed a downward trend over time,the scores of positive adjustment strategies showed an upward trend,and the scores of negative adjustment strategies increased significantly over time in the first to second grade students,and in the second to third grade students Significant decline over time;test anxiety scores decreased significantly over time in the first to second grade students,and increased significantly over time in the second to third grade students.(5)There is a mutually predictive relationship between the mindfulness level of junior high school students and test anxiety.(6)From time T1 to T2,the negative adjustment strategy of junior high school students plays a longitudinal mediating role between mindfulness level and test anxiety.The results of this study can start from the school,family,and individual levels of students,and provide theoretical basis and suggestions for alleviating the anxiety of junior high school exams.