高中生学业压力、领悟社会支持与考试焦虑的关系研究

A Study on the Relationship among Academic Stress, Perceived Social Support, and Exam Anxiety in Senior High School Students

摘要: 研究以湖南省某中学566名高中生为样本，采用问卷调查法测量其学业压力、领悟社会支持和考试焦虑水平，利用SPSS 27.0进行统计分析。研究结果显示，三者总体水平均处于中等偏上水平，其中学业压力在父母婚姻状况维度上存在显著差异；领悟社会支持在性别和独生子女身份上差异显著；考试焦虑在性别表现出显著差异。相关分析表明，学业压力与领悟社会支持呈显著负相关，与考试焦虑呈显著正相关；领悟社会支持与考试焦虑之间亦呈显著负相关。中介效应分析进一步证实，领悟社会支持在学业压力与考试焦虑之间发挥了部分中介作用，其占总效应的39.70%。基于此，建议通过开展有针对性的课外活动干预与心理辅导措施，有效降低学生学业压力水平，提升其领悟社会支持程度，从而在整体上缓解考试焦虑水平。

Abstract: This study took 566 high school students from a middle school in Hunan Province as the sample, using questionnaire survey method to measure their academic stress, perceived social support, and test anxiety levels, and conducted statistical analysis using SPSS 27.0. The research results showed that the overall levels of the three factors were above the medium level, with significant differences in academic stress in terms of parents’ marital status; significant differences in perceived social support in terms of gender and whether they were only children; and significant differences in test anxiety in terms of gender. Correlation analysis indicated that academic stress was significantly negatively correlated with perceived social support and significantly positively correlated with test anxiety; perceived social support was also significantly negatively correlated with test anxiety. Mediation effect analysis further confirmed that perceived social support played a partial mediating role between academic stress and test anxiety, accounting for 39.70% of the total effect. Based on this, it is recommended to effectively reduce students’ academic stress levels and enhance their perceived social support through targeted extracurricular activity interventions and psychological counseling measures, thereby alleviating test anxiety levels overall.