学业焦虑与学习成绩关系的元分析——基于中国中学生研究数据

A Meta-Analysis of the Relationship between Academic Anxiety and Academic Performance:Based on Data from Chinese Secondary School Students

摘要:

学业焦虑是学生在学业情境中较为常见的消极情绪状态。本文运用元分析方法探究中国中学生学业焦虑与学习成绩的关系状态及其影响因素。研究发现，学业焦虑与学习成绩之间的关系显著，学习成绩获取途径和学科类型对二者之间的关系有显著的调节作用。主效应显著的研究发现支持学业情绪控制价值理论和认知动机理论的核心观点，同时提示教育工作者不能忽视学业焦虑对学生学习成绩的负面影响，建议通过培养学生的健康人格、指导家庭教育方式、改革成绩排名方式、建立同辈互助小组等举措帮助学生减少学业焦虑。学习成绩获取途径的调节效应显著，提示教育研究者在开展相关研究时，最好根据学生成绩单上报告的学习成绩进行科学计算；学科类型的调节效应显著，提示教育工作者在开展中学生学业焦虑干预时，应该重点关注英语和数学两门学科。

Abstract:

Academic anxiety is a common negative emotional state among students in academic contexts. Meta-analysis is used to explore the relationship between academic anxiety and academic performance among Chinese secondary school students and its influencing factors. The research has found a significant relationship between academic anxiety and academic performance, with collecting ways for academic achievement and subject types having a significant moderating effect on the relationship between the two. The significant finding of main effects supports the viewpoints of the Control Value Theory and Cognitive Motivation Theory. At the same time, it suggests that educators cannot ignore the negative impact of academic anxiety on students' academic performance. It is recommended to help students reduce academic anxiety by cultivating healthy personality, guiding family education methods, reforming learning ranking methods, and establishing peer assistance groups. The moderating effect of academic performance collecting way is significant, indicating that in future research design, the best way to obtain students' academic performance is for researchers to scientifically and objectively calculate the results reported on student transcripts. The significant moderating effect of subject type suggests that educators should focus on English and Mathematics when conducting academic anxiety interventions for secondary school students.