The Relationship Between Anxiety Of Middle School Students And It's Relationship With Attributional Styles

Anxiety is a psychological and physiological state characterized by somatic, emotional, cognitive, and behavioral components. The root meaning of the word anxiety is 'to vex or trouble'; in either the absence or presence of psychological stress, anxiety can create feelings of fear, worry, uneasiness and dread. Anxiety is considered to be a normal reaction to a stressor. It may help a person to deal with a difficult situation by prompting one to cope with it. When anxiety becomes excessive, it may fall under the classification of an anxiety disorder. The intensity and reasoning behind anxiety determines whether it is considered a normal or abnormal reaction. This study will examine the anxiety status of the junior high school students which is a special group in adolescence and its relationship with their attributional styles. Attributional styles refer to how people explain the events in their lives.This research selects Jinan 360 middle school pupils to conduct the research to this question, discovers the following conclusions:1 The middle school pupil's overall anxious level is low, they will occasionally feel anxious. In middle school, what the most reported anxiety is the highest social fear (14% people often feel social fear), the second is obsessive compulsive disorder, then separation anxiety, extensive anxiety and body hurt anxiety, the lowest is agoraphobia.2 Besides obsessive compulsive disorder, female student's anxious level is obviously higher than the male student.3 As for separation anxiety, social anxiety, and fear for physical damage and general anxiety, the seventh and eighth grade is significantly higher than the anxiety level of ninth grade, and the anxiety of the seventh grade and eighth grade are approximately same. As for obsessive-compulsion symptoms, seventh-grade students obviously higher than the anxiety level of ninth-grade students. Anxiety symptoms in extensiveness, eighth graders significantly higher than the anxiety level of ninth-grade students.4 In positive attribution dimensions, girls scoring significantly higher than boys. That is when the meet positive incident, girls tend to put this matter due to internal, stable and common factors. In general, girls are more positive than boys in attribution styles.5 The sores of seventh grade students in positive attribution dimensions are significantly higher than ninth grade students.6 Female students'sores in attribution styles are higher than male students. That is, female students are more apt to positive attribution style.7 As for social fear, agoraphobia and total anxiety, positive attribution style could negatively predict their scores, and negative attribution style could positively predict their anxiety scores. For separation anxiety and obsessive compulsive disorder, it is only negative attribution style could positively predict anxiety scores. For generalized anxiety only positive attribution style could predict anxiety scores. Whether positive or negative attributional style, they can't predict fear of physical harm.