The Relationship Between Subjective Socioeconomic Status And Foreign Language Anxiety Of Junior High School Students: The Mediating Role Of Learning Efficacy

Mental health issues in the student population have long been of public concern.The good mental health environment of junior high school students plays an important role in their academic development and comprehensive quality improvement.Studies have shown that an individual’s socioeconomic status affects his or her anxiety,and foreign language anxiety is one of the anxieties;At the same time,the learning efficacy of junior high school students can be promoted by subjective socioeconomic status,and can also alleviate their foreign language anxiety.Therefore,studying the relationship between subjective socioeconomic status,learning efficacy and foreign language anxiety of junior high school students can further explore the factors affecting foreign language anxiety of junior high school students,and provide a theoretical basis and practical basis for school education.This study used the Adolescent Subjective Socioeconomic Status Scale,Learning Efficacy Scale,and Foreign Language Anxiety Scale Chinese Edition,and 830 junior high school students in a middle school in City B,Shaanxi Province as the research subjects,and came to the following conclusions:1.The overall foreign language anxiety of junior high school students is at a medium level,and there are significant differences in whether they serve as class leaders and whether they are only children.2.The evaluation of subjective socioeconomic status of junior high school students is at an intermediate level,and there are significant differences in the place of origin,monthly household income,parents’ education level and parents’ occupation.3.Junior high school students have a good sense of learning effectiveness,and there are significant differences in the student’s place of origin,grade,whether he is a class leader,monthly family income,father’s education level and father’s occupation.4.The subjective socioeconomic status and learning efficacy of junior high school students were significantly negatively correlated with foreign language anxiety.Subjective socioeconomic status was positively correlated with learning efficacy.5.Junior high school students’ learning efficacy plays a part-mediating role in subjective socioeconomic status and foreign language anxiety.6.Interview conclusion: Most junior high school students have a negative attitude towards English subjects,believing that English can only be used for test taking;Parents pay too much attention to English scores and neglect the mental health of students;Junior high school students’ evaluation of their school status stems from the recognition of interpersonal relationships,hobbies and specialties,and academic performance.Some junior high school students have low levels of confidence in language talent.