The Impact Of High School Students' Academic Self-concept On Test Anxiety: The Mediating Role And Intervention Of A Growth Mindset

Test anxiety is a psychological state produced by individuals under the stimulation of test situations,which includes three components of cognition,physiology and behavior and is accompanied by negative self-evaluation.Severe test anxiety affects students’ academic performance.However,available data suggest that test anxiety has not yet been properly addressed.A growth mindset is when an individual believes that attributes like intelligence and personality are variable and buffer the impact of negative life events on the individual.This study attempted to examine the relationship and impact of a growth mindset and test anxiety.This research is divided into two parts.Research 1 uses the questionnaire survey method to conduct research,and selects 1300 students from three public high schools in Nanning to participate in the questionnaire survey,and uses SPSS26.0 for data analysis,aiming to clarify the current situation of high school students’ academic self-concept,growth mindset,and test anxiety and differences in different demographic variables to examine the relationship between the three.Study 2 uses the form of group tutoring to try to reduce the test anxiety of high school students by cultivating their growth mindset.The results of the study are as follows:（1）The overall dimensions and sub-dimensions of high school students’ academic self-concept have significant differences in different class scores and daily self-learning time.（2）There are significant differences in the growth mindset of high school students in different achievement levels and daily autonomous learning time.（3）There are significant differences in test anxiety among the four demographic variables in this study.（4）There is a correlation between high school students’ academic self-concept,growth mindset and test anxiety,except for the academic pleasure experience of academic self-concept,self-control of academic behavior,academic achievement value,the general concept of academic self-concept and the cognition of test anxiety beyond the blocking dimension.（5）Growth mindset plays a partial mediating effect between academic self-concept and test anxiety.（6）Group psychological counseling with growth mindset as the core has a certain effect on improving the test anxiety of high school students.Based on the research results,the following recommendations are made:（1）Establish a comprehensive growth mindset intervention mechanism.（2）Establish a more targeted growth mindset intervention program set.（3）Promote students’ positive academic emotional experience and reduce test anxiety.