Mindfulness And Test Anxiety In High School Students: The Chain Mediating Role And Intervention Of Self-esteem And Emotional Regulation Of Self-efficacy

High school is a critical period for the physical and mental development of adolescents,and it is also a period of high incidence of psychological problems.At present,the problem of test anxiety is prevalent among high school students,and it is showing an increasingly serious trend.In addition,as high school students become more aware of them,the qualities of mindfulness also evolve.Previous studies have found that mindfulness is significantly negatively correlated with test anxiety,and mindfulness group tutoring interventions can significantly improve test anxiety in individuals(Napoliet et al.,2005).There are many factors that affect the level of test anxiety,and for high school students in adolescence,emotional regulation and selfefficacy play an important role in coping with stress and improving test anxiety.Selfesteem involves the evaluation of the self by individuals,and many domestic scholars have shown through research that individuals with high self-esteem levels are less troubled by exam anxiety.Therefore,in order to explore the influence of mindfulness on test anxiety and improve the current situation of test anxiety in high school students,self-esteem and emotion regulation self-efficacy were studied as mediating variables,and the chain mediating role of high school students’ self-esteem and emotion regulation self-efficacy was explored,and mindfulness group counseling interventions were carried out on this basis.This study is divided into two sub-studies.Study 1 used the Mindfulness Attention Awareness Scale,Test Anxiety Scale,Self-esteem Scale and Emotion Regulation Selfefficacy Scale to conduct a questionnaire survey on 1047 high school students from two high schools in Jiujiang City to understand the current status of high school students’ mindfulness,self-esteem,emotion regulation self-efficacy and test anxiety,explore the influence of mindfulness on test anxiety among high school students,and verify the chain mediating role of self-esteem and emotion regulation self-efficacy in mindfulness and test anxiety.Based on Study 1,24 high school students were randomly divided into experimental group and control group,and members of the experimental group were given mindfulness group training once a week for 8 weeks.No intervention was given to the control group.After the training,it was examined whether mindfulness group counseling interventions can significantly improve high school students’ test anxiety.The results of the study are as follows:(1)High school students’ mindfulness,self-esteem,emotional regulation selfefficacy and test anxiety were all above the average level.(2)Mindfulness can significantly negatively predict test anxiety;mindfulness is positively correlated with self-esteem;mindfulness is positively correlated with emotion regulation self-efficacy;self-esteem is positively correlated with emotion regulation self-efficacy;self-esteem is negatively correlated with test anxiety;emotion regulation self-efficacy is negatively correlated with test anxiety.(3)Self-esteem plays a mediating role between mindfulness and test anxiety.(4)Emotional regulation Self-efficacy played a mediating role between mindfulness and test anxiety.(5)Self-esteem and emotion regulation Self-efficacy played a chain mediating role between mindfulness and test anxiety.That is,there exists a path of "mindfulness--self-esteem--emotion regulation self-efficacy--test anxiety".(6)Mindfulness group counseling intervention can significantly improve the level of mindfulness and reduce the level of test anxiety of high school students.