A Study On The Relationship Between Emotion Regulation And Test Anxiety Among High School Students And Their Interventio

With the rapid development of China’s economy,the social requirements for talents are becoming higher and higher.In this environment,the test anxiety of senior high school students gradually highlights.High school students are in the critical period of physical and mental growth and development,excessive examination anxiety will give high school students all aspects of development to a great impact,not only will affect their normal examination level,but also affect their mental health level and lead to changes in the body hormone level,resulting in adverse effects on the body.A good emotional regulation strategy plays an important role in the individual’s mental health.When students face the stressful situation of examination,whether they can carry out reasonable emotional regulation will have different effects on their ability to resist pressure,which will further affect the level of examination anxiety.Therefore,this study attempts to explore the current situation of high school students’ emotional regulation and test anxiety as well as the relationship between them,and from the perspective of high school students’ cognitive emotional regulation to design a group psychological counseling program to intervene in test anxiety,to provide new ideas for preventing and improving the situation of high school students’ excessive test anxiety.This study consists of two parts.The first part aims to explore the current situation and relationship between emotion regulation and test anxiety of high school students.690 high school students in ZHUZHOU city were surveyed by emotion regulation questionnaire and test anxiety scale,and 674 valid questionnaires were obtained after screening invalid questionnaires.SPSS25.0 was used to analyze and process the obtained data,and the following conclusions were obtained:(1)The test anxiety of senior high school students is above medium level;High school students tend to choose cognitive reappraisal strategy when choosing emotion regulation strategy.There are significant differences in emotional regulation and test anxiety of high school students in gender,but there are no significant differences in grade,place of origin and whether they are the only child.(2)Cognitive reappraisal strategies in high school students’ emotion regulation strategies are significantly correlated with test anxiety,and cognitive reappraisal strategies negatively predict test anxiety.(3)There is no significant correlation between cognitive reappraisal strategy and test anxiety.The second part of this study aims to intervene test anxiety from the perspective of high school students’ cognitive emotion regulation in order to alleviate the level of test anxiety in high school.The second part designs a group psychological counseling program based on the theory of rational emotion,cognitive theory of emotion and group dynamics.A total of 24 subjects were recruited and screened,including 12 in the experimental group and 12 in the control group.The experimental group received group psychological counseling,while the control group did not receive any intervention.Before and after the experiment,test anxiety scale and emotion regulation questionnaire were used to test the experimental group and control group.Finally,SPSS25.0 was used for statistical analysis.The results showed that the use tendency of cognitive reappraisal strategy increased significantly and test anxiety level decreased significantly in the experimental group after group psychological counseling.There were no significant differences in the use of emotion regulation strategies and test anxiety levels in the control group before and after the experiment.Therefore,it can be concluded that emotional regulation group psychological counseling intervention has positive significance.