1、初中生正性情绪表达、情绪调节自我效能感、管理消极情绪自我效能感、表

1. Junior high school students’ positive emotion expression, emotion regulation self-efficacy, management of negative emotion self-efficacy, expression of pride emotion, expression of happiness/excitement self-efficacy, management of depression/painful emotions, and management of guilt/shame emotions. There are gender differences in feelings and academic anxiety, among which girls’ academic anxiety is significantly higher than that of boys; <br>2. Junior high school students’ emotional expression and academic anxiety are significantly negatively correlated, emotional expression and emotional regulation self-efficacy are significantly positively correlated, emotion regulation self-efficacy There is a significant negative correlation between feeling and academic anxiety. Among them, academic anxiety is significantly negatively correlated with positive emotion expression, negative emotion inhibition, positive emotion expression intensity and negative emotion expression intensity, and significantly positively correlated with negative emotion expression. Academic anxiety and emotion regulation self-efficacy are all dimensions Both are significantly negatively correlated; <br>3. Junior high school students’ emotional regulation self-efficacy plays a part of the mediating role between emotional expression and academic anxiety, among which expressing positive emotional self-efficacy and managing negative emotional self-efficacy both play a role between emotional expression and academic anxiety Part of the mediating role; <br>4. Mandala painting can effectively alleviate the academic anxiety of junior high school students. <br>5. The mechanism of mandala painting for alleviating academic anxiety of junior high school students is related to emotional expression and emotional regulation self-efficacy. That is, through the intervention of mandala painting, the emotional expression and emotional regulation self-efficacy of the group of junior high school students can be significantly improved. Thereby reducing academic anxiety.

1, junior high school students positive emotional expression, emotional adjustment of self-efficacy, management of negative emotional self-efficacy, expression of pride emotional efficacy, expression of happiness / excitement of self-efficacy, management of depression / pain emotional efficacy, management of guilt / shame emotional efficacy and academic anxiety there are gender differences, of which girls academic anxiety significantly higher than boys;<br>2. There was a significant negative correlation between emotional expression and academic anxiety between junior high school students, a positive correlation between emotional expression and emotional adjustment self-efficacy, and a significant negative correlation between emotional adjustment self-efficacy and academic anxiety. Among them, academic anxiety was significantly negatively related to positive emotion expression, negative emotion suppression, positive emotion expression intensity and negative emotion expression intensity, and negative emotion expression was significantly positively related, and academic anxiety and emotional regulation self-efficacy were significantly negatively related in all dimensions.<br>3, junior high school students emotional adjustment self-efficacy between emotional expression and academic anxiety play a part of the intermediary role, in which the expression of positive emotional self-efficacy and management of negative emotional self-efficacy between emotional expression and academic anxiety play a part of the intermediary role;<br>4, Mandala painting can effectively alleviate the academic anxiety of junior high school students.<br>5, Mandala painting to alleviate the academic anxiety of junior high school students the role mechanism and emotional expression, emotional adjustment of self-efficacy, that is, through mandala painting intervention, can significantly improve the group of junior high school students emotional expression and emotional adjustment of self-efficacy, thereby reducing academic anxiety.

1. There are gender differences in positive emotion expression, self-efficacy of emotion regulation, self-efficacy of negative emotion management, self-efficacy of pride expression, self-efficacy of happiness / excitement expression, self-efficacy of depression / pain management, self-efficacy of guilt / shame Management and academic anxiety of junior high school students, among which the academic anxiety of female students is significantly higher than that of male students;<br>2. There is a significant negative correlation between emotional expression and academic anxiety, a significant positive correlation between emotional expression and emotional regulation self-efficacy, and a significant negative correlation between emotional regulation self-efficacy and academic anxiety. Academic anxiety was negatively correlated with positive emotion expression, negative emotion inhibition, positive emotion expression intensity and negative emotion expression intensity, and positively correlated with negative emotion expression;<br>3. Middle school students' emotion regulation self-efficacy plays a partial mediating role between emotion expression and academic anxiety. Positive emotion self-efficacy and negative emotion self-efficacy both play a partial mediating role between emotion expression and academic anxiety;<br>4. Datura painting can effectively alleviate junior high school students' academic anxiety.<br>5. The mechanism of Mandala painting alleviating junior high school students' academic anxiety is related to emotional expression and emotional regulation self-efficacy. That is to say, through Mandala painting intervention, it can significantly improve junior high school students' emotional expression and emotional regulation self-efficacy, so as to reduce academic anxiety.<br>