The Relationship Between Interoceptive Sensitivity And Academic Anxiety Among Junior High School Student

The phenomenon of academic anxiety among junior high school students is widespread.Excessive academic anxiety not only affects students’ academic performance,but also causes psychological reactions such as mood swings and cognitive dysfunction,and damages physical and mental health.In recent years,researchers have noticed that anxiety is closely related to the individual’s perception of the internal state of the body(interoception),but the role and boundary conditions of interoception in academic anxiety are still unclear.According to the mind-body interaction model of anxiety,emotion regulation strategies and self-acceptance may play important roles.Therefore,this study aims to examine the relationship between interoceptive sensitivity and academic anxiety of junior high school students,and explore the moderating effects of emotion regulation strategies and self-acceptance,in order to clarify the relationship between the four variables.In this study,726 junior high school students were used as the research object.The body perception questionnaire short version,the academic anxiety scale,the emotion regulation questionnaire and the self-acceptance questionnaire were used to measure the interoceptive sensitivity,academic anxiety,emotion regulation strategies and self-acceptance of junior high school students respectively.Using SPSS26.0 to conduct pearson correlation analysis,simple regression analysis,and hierarchical regression analysis on the data to explore the regulatory effect of interoceptive sensitivity on the prediction of academic anxiety,emotion regulation strategies and self-acceptance of junior high school students.The results of the study found that(1)Interoceptive sensitivity was significantly positively correlated with academic anxiety,and interoceptive sensitivity can positively predict the academic anxiety level of junior high school students;(2)The cognitive reappraisal strategy of emotion regulation strategy plays a moderating role in the relationship between interoceptive sensitivity and academic anxiety of junior middle school students.Specifically,high cognitive reappraisal can weaken the positive predictive effect of interoceptive sensitivity on academic anxiety of junior middle school students,while low cognitive reappraisal can aggravate the negative effect of interoceptive sensitivity on academic anxiety of junior middle school students;(3)Self-acceptance plays a moderating role in the relationship between endogenous sensitivity and academic anxiety of junior middle school students.Specifically,the higher the level of individual self-acceptance,the weaker the positive predictive effect of interoceptive sensitivity on academic anxiety;(4)Emotional regulation strategies and self-acceptance cannot jointly regulate the relationship between interoceptive sensitivity and academic anxiety of junior high school students.Studies have shown that the interoceptive sensitivity of junior high school students is closely related to their academic anxiety,but this relationship is affected by the individual’s emotion regulation strategy(expression inhibition),which provides new evidence for the study of interoception and anxiety.Provide scientific basis for the prevention and intervention of academic anxiety.