Studyonthe Relationshipand Intervention Of Junior Middle School Students’ Academic Anxiety,Negative Life Events,Ruminating Thinkingand Understanding Social Support

Academic anxiety is one of the most common emotional problems among junior middle school students.Adverse life events,ruminant thinking tendency and social support are important factors that affect junior middle school students’ academic anxiety.This study conforms to the needs of the development of the times,starting from the academic anxiety of junior middle school students,discusses the present situation and internal relationship between academic anxiety and negative life events,ruminating and understanding social support,and seeks effective ways to alleviate academic anxiety of junior middle school students.In the first study,522 students from Grade One,Grade Two and Grade Three in a middle school in Guilin,Guangxi were selected as the research objects by questionnaire survey,and the current situation of junior middle school students’ academic anxiety,negative life events,ruminating thinking and understanding social support,as well as their relationships,were analyzed by SPSS 22.0 and Process plug-ins.In the second study,on the basis of studying the first theory,in the perspective of understanding social support,we tried to help junior middle school students to alleviate their academic anxiety through group psychological counseling intervention.On the premise of voluntary principle,students with serious academic anxiety were selected from the students who participated in the questionnaire survey in study 1 and received group counseling with the theme of understanding social support.The results are shown below.(1)There are significant gender differences in the scores of negative life events,ruminant thinking and academic anxiety of junior middle school students,in which the scores of negative life events and academic anxiety of girls are significantly higher than those of boys,while the scores of social support of boys are significantly higher than those of girls.In addition,there are differences in ruminant thinking,and the score of non-singleton ruminant thinking is significantly higher than that of singleton..(2)Negative life events,ruminant thinking,and perceived social support of junior middle school students are significantly related to academic anxiety.(3)Negative life events directly predict junior middle school students’ academic anxiety,negative life events positively predict ruminant thinking,and ruminant thinking positively predicts academic anxiety.Rumination plays an intermediary role between negative life events and academic anxiety of junior middle school students.(4)Perceiving social support has a significant negative predictive effect on academic anxiety,and has a significant regulatory effect on negative life events,ruminant thinking and academic anxiety of middle school students in the second half of the semester.(5)Through group counseling intervention based on the perspective of perceived social support,the scores of perceived social support of junior middle school students are significantly improved,while the scores of academic anxiety are significantly decreased.The above results show that the negative life events of junior middle school students will affect their academic anxiety,ruminating and understanding social support play a intermediary and regulatory role between negative life events and academic anxiety,and group psychological counseling intervention based on understanding social support can effectively alleviate their academic anxiety.