| Academic pressure has two sides.Junior high school students’ worldview and outlook on life are still under construction,and the regulation of academic pressure is still immature.The academic pressure of junior high school students will not only affect students’ academic performance and learning commitment,but also accompany with anxiety and other bad emotions,affecting students’ achievement development and physical and mental health.Therefore,the improvement and relief of junior high school students’ academic pressure is an urgent concern.This study is divided into two parts.The first part takes the students of a middle school in Nanning as the research object,and measures the academic stress level of middle school students by using the "Academic Stress Questionnaire of Middle school students".A total of 810 questionnaires are distributed,and 270 questionnaires are distributed in the first,second and third grades.The second part analyzes the current situation of academic pressure in each grade and the characteristics of junior high school students’ academic pressure on the basis of the first part of the study,and develops the corresponding intervention plan.Two homogeneous classes in junior and second grade are randomly divided into experimental class and control class.Members of the experimental class will intervene once a week,40 minutes each time,for a period of two months,a total of 8times.Normal teaching of general psychology is carried out in the control class.An8-week experimental intervention was conducted on the academic stress of junior middle school students by incorporating creative drama into group counseling.The academic stress level of the subjects was measured by the "Secondary School Academic Stress Questionnaire" before and after the experiment,and the obtained data were statistically analyzed by SPSS 26.0 statistical software.The results of the study showed that,1.The overall academic pressure of junior high school students is at a medium level.The overall academic pressure and achievement target pressure of the first grade were significantly lower than those of the second and third grades,the competitive pressure of the first grade was significantly lower than that of the second grade,and the external environmental pressure of the third grade was significantly higher than that of the first and second grades.2.After the intervention,the academic stress level of students in the experimental class is significantly different from that of students in the control class,and the total score of students in the experimental class is significantly lower than that of students in the control class.3.After the intervention,the academic pressure of most students in the experimental class has been significantly relieved,and the level of academic pressure has been significantly reduced. |
