Research On The Influence Mechanism Of High School Students' Perceived Teacher's Academic Pressure On Learning Anxiety

High school is an important period for students' physical and psychological development,which is unbalanced and transitional.High school students face more and more learning pressure,easy to produce a variety of psychological and behavioral problems,among which learning anxiety is one of the most common psychological problems of high school students,the level of high school students' learning anxiety has a rising trend year by year.Learning anxiety refers to a negative psychological state of students in the process of learning,often accompanied by tension,anxiety and worry.As one of the main factors affecting students' learning anxiety,teachers' behavior and attitude can exert a subtle influence on students.Teachers' academic pressure refers to the pressure caused by students' unsatisfactory academic performance.Teachers have high expectations for students' academic performance and restrict students' other behaviors except study.Teacher studies the influence of stress for high school students learning anxiety research also is less,therefore,this study based on the related theory and the existing research compiled questionnaire used to measure teachers' academic pressure,joined the closely associated with academic pressure of the teachers and students learning anxiety of academic self and to further explore the relationship between teachers and students relations,On this basis,the author conducts interview research on teachers' academic stress in order to actively promote the further revision of teachers' academic stress scale.In the first study,the initial questionnaire was modified by foreign scholars.287 high school students in Nanning,Guangxi Zhuang Autonomous Region were tested,and 355 students were tested again.A total of 1000 questionnaires were issued for the formal test.According to the criteria of questionnaire deletion,the questions of the questionnaire were screened and modified.Study 2 1000 high school students were selected,use the high school teachers perception studies stress scale,the relationship between teachers and students scale,general academic self scale of teenagers,teenagers learn anxiety scale as a research tool,measuring the teachers' academic pressure,high school students academic self,relationship between teachers and students and learning anxiety levels,and analyzes the relationship between.The third study conducted an interview study on the manifestation of teachers' academic pressure and the influencing factors of students' learning anxiety.The results are as follows:(1)The "High School Students' Perception of Teachers' Academic Pressure Scale" has three dimensions,namely,high expectation,limitation and psychological pressure,with 17 items in total.Using the five-point scoring method,the higher the total score of the questionnaire,the higher the academic stress level of teachers.The internal consistency and split reliability of the questionnaire were 0.938 and 0.911 respectively.Confirmatory factor analysis shows that the model fits well and the structure validity is good.(2)Learning anxiety among senior high school students is common to some extent.In this study,the average score of learning anxiety among senior high school students is 9 points,which belongs to the high level of learning anxiety,and there is a significant difference in gender.The perceived academic stress of teachers differed significantly in grade.(3)Perceived teachers' academic stress positively predicted students' learning anxiety and academic self;Students' academic self positively predicted students' learning anxiety.Academic self plays a partially mediating role in the relationship between perceived teachers' academic pressure and students' learning anxiety.(4)The teacher-student relationship moderates the partial mediating effect of students' academic self on the relationship between perceived teacher's academic pressure and students' learning anxiety.Compared with high school students with low teacher-student relationship,perceived teacher's academic pressure has a more significant predictive effect on learning anxiety in high school students with high teacher relationship.(5)Teachers' academic pressure not only includes high expectations,restrictions and psychological pressure,but also includes other forms of expression,such as teachers' speech,teachers' emotion and teachers' behavior.Conclusion: This study developed the "High school Students' Perceived Teachers' academic stress Scale",which has good reliability and validity and can be used to measure teachers' academic stress.This study also confirmed the mediating effect of students' academic self on perceived teachers' academic pressure and learning anxiety and the moderating effect of teacher-student relationship on the mediating path.The research results have some implications for promoting the physical and mental health development of senior high school students.Teachers' own state and students' selfawareness have an important impact on students' learning anxiety.The interview research results pave the way for the revision of senior High School Students' Perceived Teachers' Academic Stress Scale.