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首页> 外文期刊>British journal of educational psychology >When anxiety becomes my propeller: Mental toughness moderates the relation between academic anxiety and academic avoidance
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When anxiety becomes my propeller: Mental toughness moderates the relation between academic anxiety and academic avoidance

机译：当焦虑成为我的螺旋桨时：精神韧性会使学术焦虑与学术避免之间的关系

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Background High academic anxiety is associated with poor academic performance. One proposed mechanism of this association is that academic anxiety promotes learning avoidance behaviours, which in turn hinders students' opportunities to learn and grow. However, this proposition has not been thoroughly examined, particularly in afterschool learning settings. The present study aimed to address this gap. Aims First, we investigated whether individual differences in academic anxiety across three domains (mathematics, native language or L1, and second language learning or L2) predicted students' academic avoidance in the corresponding domain in high school. Second, given that individual differences in personality may result in employing different coping strategies to deal with academic anxiety, we examined how mental toughness (MT) moderated the relation between academic anxiety and academic avoidance. Sample Two waves of longitudinal data that were one semester apart were available for four hundred and forty-four high school students. Methods Students self-reported their MT, academic anxiety, and academic avoidance (i.e., time spent on studying a subject afterschool) in mathematics, L1, and L2. Results For students with higher MT, higher mathematics, L1, and L2 anxiety in the first semester predicted more time spent on learning the corresponding subject in the following semester, even after controlling for general anxiety, academic achievement, and initial academic avoidance. Conclusions These results challenge the proposition that all students with higher domain-specific anxiety are more likely to avoid learning altogether in that domain. Rather, among students from the general school population who generally exhibit low to moderate levels of academic anxiety, higher academic anxiety is associated with more time investment in afterschool learning in mentally tough students.
机译：高学习焦虑与学习成绩差有关。这种联系的一种机制是，学业焦虑促进了学习回避行为，而这反过来又阻碍了学生的学习和成长机会。然而，这一命题尚未得到彻底的研究，尤其是在课外学习环境中。本研究旨在解决这一差距。目的首先，我们调查了三个领域（数学、母语或母语、第二语言学习或第二语言）的学业焦虑个体差异是否能预测高中学生在相应领域的学业回避。第二，鉴于个性的个体差异可能导致采用不同的应对策略来应对学业焦虑，我们研究了心理韧性（MT）如何调节学业焦虑和学业回避之间的关系。样本444名高中生获得了两组相隔一个学期的纵向数据。方法学生自我报告他们在数学、母语和二语方面的机器翻译、学业焦虑和学业回避（即课后学习科目的时间）。结果显示，第一学期MT、高等数学、L1和L2焦虑程度较高的学生，即使在控制了普遍焦虑、学业成绩和最初的学业回避之后，也会在下一学期花更多时间学习相应的科目。结论这些结果挑战了所有具有更高领域特定焦虑的学生更可能避免在该领域学习的命题。相反，在普通学校学生中，一般表现出较低到中等程度的学业焦虑，较高的学业焦虑与心理困难学生在课外学习上投入更多时间有关。

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