Model Construction And Intervention Research On Psychological Capital,Coping Style And Test Anxiety Of Students In Grade 3 Of Junior High School

n China’s current national conditions and education system,examination is still a primary means to measure the ability of students in junior high school,the quality of the high school entrance examination is still a decisive indicator to determine the results of junior three.Under the great pressure of entering school,students in grade three will inevitably have a variety of negative emotions in the examination situation,which makes it difficult for them to play their normal level,thus affecting the examination results.Among them,exam anxiety is one of the most common psychological problems in this situation.Examination anxiety is a kind of anxiety in nature,which can only be produced in specific examination and evaluation situations.Test anxiety does not always have a negative impact on students,on the contrary,moderate test anxiety can promote students’ arousal level,help students to concentrate more effectively.However,excessive examination anxiety will interfere with students’ study and examination performance,and reduce students’ mental health level.Therefore,it is of great significance to pay attention to the examination anxiety of junior three students and explore the intervention methods to improve the mental health level of junior three students and guarantee their normal study and life.Therefore,in order to reduce the level of test anxiety in grade 3,this study selected psychological capital and coping style two factors closely related to test anxiety,studied the status and characteristics of psychological capital,coping style and test anxiety of grade 3 students,and discussed the relationship between several factors.This study consists of two sub-studies.In the first study,323 students in grade 3of a middle school in Kunming were surveyed by questionnaire,including coping Style Questionnaire(CSQ),Test Anxiety Scale(TAS)and Positive Psychological Capital Questionnaire(PPQ).Study 2 adopting quasi-experimental design method,from the one selected 30 test anxiety level is higher and lower psychological capital and the split,coping styles tend to be immature subjects were randomly divided into number of the same group and control group,and the experimental group and auxiliary intervention,measured before and after the two groups after the change.In the first study,the present situation and characteristics of the psychological capital,coping style,and test anxiety of the students in grade three showed that :(1)the psychological capital and each dimension were significantly correlated with the variables of family atmosphere and academic performance;(2)The dimensions of coping style are significantly correlated with variables such as family atmosphere and academic performance;(3)Test anxiety is significantly correlated with family atmosphere and academic performance.The results show that :(1)there is a significant negative correlation between psychological capital dimension and test anxiety;(2)Test anxiety has a significant negative correlation with the mature tendency of coping style,and has a significant positive correlation with the immature tendency and mixed tendency of coping style;(3)Mature coping has a positive correlation with psychological capital dimension,while immature and mixed coping has a negative correlation with psychological capital dimension;(4)In the study of the effect of psychological capital on test anxiety,the mature and immature coping plays a partial mediating role,and the mixed coping has no significant mediating effect on the effect of psychological capital on test anxiety.The results of study 2 showed that :(1)after group counseling intervention,the average score of psychological capital and the mature tendency of coping style in the control group were significantly lower than those in the experimental group;In terms of immature coping style and test anxiety,the score increase of the experimental group was significantly lower than that of the control group.(2)The intervention on the dimensions of psychological capital and coping styles of students in the way of group guidance can help to reduce the level of test anxiety of the subjects.