1、初中生群体在正性情绪表达、负性情绪表达强度、表达自豪情绪效能感、管

1. There are significant gender differences in the expression of positive emotions, the intensity of negative emotions, the efficacy of expressing pride, the efficacy of managing depression/painful emotions, the efficacy of managing guilt/shame emotions, and the expression of positive self-efficacy. There are significant differences in academic anxiety, expression of positive emotions, inhibition of negative emotions, intensity of negative expression, efficacy of expressing pride, efficacy of managing depression/painful emotions, and self-efficacy of managing negative emotions. <br>2. Group emotional expression of junior high school students is negatively correlated with academic anxiety, emotional expression and emotional self-efficacy are significantly negatively correlated, and emotional self-efficacy is significantly negatively correlated with academic anxiety. <br>3. The expression and intensity of positive emotions, negative emotion expression inhibition and academic anxiety of junior high school students are all significantly negatively correlated; negative emotion expression and intensity are both significantly positively correlated with academic anxiety. <br>4. There is a significant negative correlation between the various dimensions of group emotion regulation self-efficacy of junior high school students and academic anxiety. <br>5. The self-efficacy of group emotion regulation of junior high school students plays a partial mediating role between emotional expression and academic anxiety. Among them, expressing positive emotional efficacy plays a complete mediating role between emotional expression and academic anxiety, and managing negative emotions self-efficacy plays a role in emotional expression It plays a partly intermediary role with academic anxiety. <br>6. Mandala painting can effectively relieve the academic anxiety of junior high school students. <br>7. The mechanism of mandala painting to alleviate academic anxiety of junior high school students is related to emotional expression and emotional regulation self-efficacy, that is, mandala painting improves the positive emotion expression and intensity of the group of junior high school students and inhibits negative emotion expression. And reduce the expression and intensity of negative emotions to reduce academic anxiety. Emotion regulation and self-efficacy play a part of intermediary role in mandala painting intervention.

1. There are gender-significant differences in positive emotion expression, negative emotion expression intensity, expression of pride emotional effectiveness, management of frustration/painful emotional effectiveness, management of guilt/shame emotional effectiveness and expression of positive self-efficacy;<br>2, junior high school students group emotional expression and academic anxiety showed a significant negative correlation, emotional expression and emotional adjustment self-efficacy sense showed a significant negative correlation, emotional adjustment self-efficacy and academic anxiety showed a significant negative correlation.<br>3, the group of junior high school students positive emotional expression and its intensity, negative emotional expression inhibition and academic anxiety were significantly negative correlation, negative emotional expression and its intensity and academic anxiety were significantly positive correlation.<br>4, junior high school students group emotional adjustment self-efficacy in all dimensions and academic anxiety are significantly negative correlation.<br>5, junior high school students group emotional adjustment self-efficacy between emotional expression and academic anxiety plays a part of the intermediary role, in which the expression of positive emotional efficacy between emotional expression of monthly academic anxiety plays a full intermediary role, management of negative emotional self-efficacy between emotional expression and academic anxiety plays a part of the intermediary role.<br>6, Mandala painting can effectively alleviate the academic anxiety of junior high school students.<br>7. The mechanism of the role of Mandala painting to alleviate the academic anxiety of junior high school students is related to the sense of self-efficacy of emotion expression and mood regulation, that is, Mandala painting reduces academic anxiety by improving the positive emotion expression and its intensity and negative emotion expression inhibition in the junior high school student group, as well as reducing its negative emotion expression and its intensity. The sense of self-efficacy of emotional regulation plays a part of the intermediary role in the intervention of Mandala painting.

1. There are significant gender differences in positive emotion expression, negative emotion expression intensity, pride expression self-efficacy, depression / pain management self-efficacy, guilt / shame Management Self-efficacy and positive self-efficacy among junior middle school students; there are significant gender differences in academic anxiety, positive emotion expression, negative emotion inhibition, negative expression intensity, pride expression self-efficacy, self-efficacy and self-efficacy There are significant differences in the emotional self-efficacy of depression / pain management and negative emotional self-efficacy of the only child.<br>2. There is a significant negative correlation between group emotional expression and academic anxiety, emotional expression and emotional regulation self-efficacy, emotional regulation self-efficacy and academic anxiety.<br>3. The positive emotion expression and its intensity, negative emotion expression inhibition and academic anxiety of junior high school students are significantly negatively correlated; the negative emotion expression and its intensity are significantly positively correlated with academic anxiety.<br>4. There is a significant negative correlation between the dimensions of group emotion regulation self-efficacy and academic anxiety.<br>5. The group emotion regulation self-efficacy of junior high school students plays a partial mediating role between emotion expression and academic anxiety, in which the positive emotion self-efficacy plays a complete mediating role between emotion expression and academic anxiety, and the negative emotion self-efficacy plays a partial mediating role between emotion expression and academic anxiety.<br>6. Datura painting can effectively alleviate junior high school students' academic anxiety.<br>7. The mechanism of Mandala painting in alleviating junior high school students' academic anxiety is related to emotional expression and emotional regulation self-efficacy. That is to say, Mandala painting can reduce academic anxiety by improving the positive emotional expression and its intensity and negative emotional expression inhibition of junior high school students, and reducing its negative emotional expression and its intensity. Self efficacy of emotion regulation plays an intermediary role in the intervention of Datura painting.<br>