The Relationship Between Growth Mindset And Test Anxiety In High School Students:The Mediating Role Of Self-regulated Learning

Test anxiety is a negative emotion in the face of the stimulation of the test situation,which contains cognitive,physiological and behavioral components and is accompanied by negative self-evaluation.Excessive test anxiety would affect students’ learning status and academic performance,or even cause more serious problems.The existing data show that test anxiety has not been properly solved,so it is necessary to explore the internal influencing factors of test anxiety.According to the control value theory of academic emotion,the generation of anxiety will be affected by the individual’s subjective ability assessment and the sense of control over academic activities.Therefore,as a subjective cognitive factor affecting the degree of individual efficacy perception,growth thinking has become a new research direction.The growth mindset is a positive attitude.Individuals with growth mindset believe that intelligence and ability can be changed and cultivated,and that hard work is more important than talent.They are more willing to rise to the challenge,persist in the face of adversity,and learn from failure.A large number of studies have confirmed that the cultivation of growth thinking is beneficial to the formation of individual positive psychological quality and buffer the impact of negative life events on individuals.This will undoubtedly help high school students who need to face heavy examination tasks to improve their ability to resist academic challenges and cope with academic examinations more calmly.In addition,high school is a critical period for the development of students’ mindset,insomuch that cultivating students’ growth mindset plays a vital role in their lifelong development.Therefore,this study aims to investigate the effect of growth mindset on test anxiety,the potential mechanism of the relationship between the two variables,and explore the intervention measures in line with the current educational background in our country.This study consists of two parts.In study 1,a questionnaire survey was conducted,and a total of 973 senior high school students from two middle schools in Guilin were selected as subjects by the overall sampling method.SPSS26.0 was used to analyze the data to clarify the current situation of growth mindset,self-regulated learning,and test anxiety of senior high school students,as well as their differences in demographic variables,and to investigate the relationship among them.The second study selected subjects from the previous study and divided them into intervention group and control group.The intervention group received a six-week growth mindset course intervention,while the control group received no treatment.The two groups of students were post-tested to evaluate the effect of the intervention.The results are as follows: The results are as follows:(1)Growth mindset significantly negatively predicted test anxiety.(2)Self-regulated learning plays a partial mediating role between growth mindset and test anxiety.(3)The series of course intervention training of growth mindset generally improves students’ growth mindset and has a certain effect on reducing students’ test anxiety.In conclusion,this study further expands the understanding of the mechanism of growth thinking,its effects and intervention programs.The results of this study will be conducive to arouse and strengthen people’s attention to mindset patterns,and provide a reference for promoting growth thinking,cultivating positive psychology and formulating intervention programs.