The Relationship Between Academic Stress And Academic Performance Of High School Freshmen And Its Intervention Research

As the country attaches great importance to the mental health of adolescents,a large number of scholars have carried out research on high school students with heavy academics.The results of its research show that in addition to the senior high school students who are about to face the college entrance examination,the freshmen who have just entered the high school are also the focus of our attention.Compared with junior high school students,the time schedule for high school freshmen is more tense,and the difficulty of the course content has also been improved to a certain extent.Moreover,under the dual requirements of teachers and parents,the heavy academic pressure brought them some troubles.Not only affects their adaptation and growth,but also affects their academic performance.Then,it is very necessary to explore the current situation and relationship between the academic stress and academic performance of high school freshmen,and to design a set of intervention programs to relieve academic stress in line with the law of their psychological development.This study firstly distributed and recycled the "Middle School Students’ Academic Stress Questionnaire" compiled by Wang Xie,collected data on the academic stress of high school freshmen,and summarized the current situation of high school freshmen’s academic stress and academic performance by collecting the mid-term test scores corresponding to the subjects.and the relationship between the two.And on this basis,based on the results of the questionnaire and Lazarus’ stress coping theory,an interview outline for the current situation of academic stress for high school freshmen was compiled.Through questionnaires and interviews,we can more clearly understand the current status and demands of high school freshmen with high academic pressure,and design a 6-week mental health education activity class with the theme of relieving their academic pressure.The selected subjects who met the requirements implemented the intervention.After data analysis,the following conclusions are drawn:（1）The academic pressure felt by the high school freshmen group belongs to the middle level as a whole,and the academic pressure brought to them by the achievement goal dimension and the competition dimension is relatively high,with an average score of 2.98 and 2.73.;The overall academic performance is also in the middle level,but the average score of mathematics and physics is lower than the passing standard;（2）Except for biology,the total average academic performance of high school freshmen of different genders and the average score between each subject There are significant differences;（3）There is a significant negative correlation between the academic pressure and academic performance of high school freshmen.The academic pressure of high school freshmen can negatively predict their academic performance.The higher the academic pressure they feel,the better their academic performance.（4）Targeted psychological intervention of academic stress can effectively alleviate the academic pressure felt by high school freshmen,and the effective relief of academic pressure of high school freshmen can promote their academic performance.