中学生社交焦虑与学业成绩的关系-情绪调节策略的中介作用

目录摘要 引言社交焦虑问题是青少年常见的心理问题之一，对其身心发展有严重且深远的负面影响ADDINEN.CITE<EndNote><Cite><Author>姚立超</Author><Year>2022</Year><RecNum>299</RecNum><DisplayText>(姚立超&张慧杰,2022)</DisplayText><record><rec-number>299</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744250124">299</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author><styleface="normal"font="default"charset="134"size="100%">姚立超</style></author><author><styleface="normal"font="default"charset="134"size="100%">张慧杰</style></author></authors></contributors><titles><title><styleface="normal"font="default"charset="134"size="100%">青少年社交焦虑现状及应对策略</style></title><secondary-title><styleface="normal"font="default"charset="134"size="100%">中小学心理健康教育</style></secondary-title></titles><periodical><full-title>中小学心理健康教育</full-title></periodical><pages>9-12</pages><number>10</number><dates><year>2022</year></dates><urls></urls></record></Cite></EndNote>(姚立超,张慧杰,2022)。社交焦虑还可能影响青少年的身心发展以及行为问题如导致其他心理问题、影响认知表现等ADDINEN.CITE<EndNote><Cite><Author>Koyuncu</Author><Year>2019</Year><RecNum>300</RecNum><DisplayText>(Koyuncuetal.,2019)</DisplayText><record><rec-number>300</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744250415">300</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author>Koyuncu,A.</author><author>İnce,E.</author><author>Ertekin,E.</author><author>Tükel,R.</author></authors></contributors><auth-address>AcademySocialPhobiaCenter,AtatürkMah.İkitelliCad.No:126A/Daire:6Küçükçekmece/Istanbul,Turkey. DepartmentofPsychiatry,IstanbulMedicalSchool,IstanbulUniversity,Istanbul,Turkey.</auth-address><titles><title>Comorbidityinsocialanxietydisorder:diagnosticandtherapeuticchallenges</title><secondary-title>DrugsContext</secondary-title></titles><periodical><full-title>DrugsContext</full-title></periodical><pages>212573</pages><volume>8</volume><edition>2019/04/17</edition><keywords><keyword>alcoholusedisorder</keyword><keyword>anxiety</keyword><keyword>bipolardisorder</keyword><keyword>comorbidity</keyword><keyword>majordepression</keyword><keyword>mooddisorders</keyword><keyword>personalitydisorder</keyword><keyword>socialanxietydisorder</keyword><keyword>havenoconflictsofinterest.TheInternationalCommitteeofMedicalJournal</keyword><keyword>Editors(ICMJE)PotentialConflictsofInterestsformfortheauthorsare</keyword><keyword>availablefordownloadat</keyword><keyword>/wp-content/uploads/2019/02/dic.212573-COI.pdf</keyword></keywords><dates><year>2019</year></dates><isbn>1745-1981(Print) 1740-4398</isbn><accession-num>30988687</accession-num><urls></urls><custom2>PMC6448478</custom2><electronic-resource-num>10.7573/dic.212573</electronic-resource-num><remote-database-provider>NLM</remote-database-provider><language>eng</language></record></Cite></EndNote>(Koyuncuetal.,2019)。近年来越来越多研究者关注到社交焦虑对青少年的学业成就的影响，如有研究发现，社交焦虑可能导致学生课堂卷入度低、注意力不集中以及师生互动不足等问题，严重的甚至引发厌学、休学等情况，非常不利于个体的学业表现ADDINEN.CITEADDINEN.CITE.DATA(Archbell&Coplan,2022;向洪莹,向绍勇,2019)。不过，对于社交焦虑如何影响青少年学业成绩的作用机制相关研究仍显不足，特别是针对高中生这一特定群体的实证分析较为匮乏。中学生正面临青春期个性以及身心发展不协调等困扰，他们在学习生活中存在自我认同、人际交往等不利处境，进而导致社交焦虑的产生与发展ADDINEN.CITE<EndNote><Cite><Author>谢璐琳</Author><Year>2025</Year><RecNum>304</RecNum><DisplayText>(谢璐琳,2025)</DisplayText><record><rec-number>304</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744252791">304</key></foreign-keys><ref-typename="Thesis">32</ref-type><contributors><authors><author><styleface="normal"font="default"charset="134"size="100%">谢璐琳</style></author></authors></contributors><titles><title><styleface="normal"font="default"charset="134"size="100%">初中生的社交焦虑及其调控研究</style></title></titles><dates><year>2025</year></dates><publisher><styleface="normal"font="default"charset="134"size="100%">重庆师范大学</style></publisher><work-type><styleface="normal"font="default"charset="134"size="100%">硕士学位论文</style></work-type><urls></urls></record></Cite></EndNote>(谢璐琳,2025)。有调查也发现，中学生社交焦虑的检出率达20%ADDINEN.CITE<EndNote><Cite><Author>姚立超</Author><Year>2022</Year><RecNum>299</RecNum><DisplayText>(姚立超&张慧杰,2022)</DisplayText><record><rec-number>299</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744250124">299</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author><styleface="normal"font="default"charset="134"size="100%">姚立超</style></author><author><styleface="normal"font="default"charset="134"size="100%">张慧杰</style></author></authors></contributors><titles><title><styleface="normal"font="default"charset="134"size="100%">青少年社交焦虑现状及应对策略</style></title><secondary-title><styleface="normal"font="default"charset="134"size="100%">中小学心理健康教育</style></secondary-title></titles><periodical><full-title>中小学心理健康教育</full-title></periodical><pages>9-12</pages><number>10</number><dates><year>2022</year></dates><urls></urls></record></Cite></EndNote>(姚立超,张慧杰,2022)。同时，中学生也面临比较沉重的学业压力，由于社会期望、父母期待或者要求以及自身的目标甚至等原因，导致其深受学业压力的影响，造成学业倦怠、自身身心健康受损等不良后果ADDINEN.CITEADDINEN.CITE.DATA(傅小兰等,2023;蒋岚等,2025;周云等,2023)。鉴于学业成绩带来的学业压力对其造成的不利影响，以及社交焦虑对中学生学业成绩的负面作用，探索其中的作用机制，了解如何降低社交焦虑对学业成绩的不良影响，对中学生的个性发展、身心健康以及学业表现具有重要的现实意义。根据情绪调节理论的观点ADDINEN.CITE<EndNote><Cite><Author>McRae</Author><Year>2020</Year><RecNum>297</RecNum><DisplayText>(McRae&Gross,2020)</DisplayText><record><rec-number>297</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744212555">297</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author>McRae,Kateri</author><author>Gross,JamesJ.</author></authors></contributors><auth-address>McRae,Kateri:DepartmentofPsychology,UniversityofDenver,2155SouthRaceStreet,Denver,CO,US,80210,kateri.mcrae@</auth-address><titles><title>Emotionregulation</title><secondary-title>Emotion</secondary-title></titles><periodical><full-title>Emotion</full-title></periodical><pages>1-9</pages><volume>20</volume><number>1</number><keywords><keyword>*CognitiveAppraisal</keyword><keyword>*EmotionalRegulation</keyword><keyword>*Intervention</keyword><keyword>*Neurobiology</keyword><keyword>Goals</keyword><keyword>Models</keyword><keyword>Neurosciences</keyword></keywords><dates><year>2020</year></dates><pub-location>US</pub-location><publisher>AmericanPsychologicalAssociation</publisher><isbn>1931-1516(Electronic),1528-3542(Print)</isbn><urls></urls><electronic-resource-num>10.1037/emo0000703</electronic-resource-num></record></Cite></EndNote>(McRae&Gross,2020)，由于负性刺激引起个体的消极反应而导致负性情绪的体验时，如果自身能够采取适应性的情绪调节策略，让自己重新评估事件，以一种更恰当方式表达自己的情绪反应，则有利于其应对负性的刺激；而如果采取非适应性的情绪调节策略，过度抑制自己的情绪，则可能导致更为严重的情绪困扰。在需要不断与其他个体交互的人类世界中，社交焦虑作为一种常见的焦虑情绪困扰，如果一个人在面临社交焦虑时能够使用适应性的情绪调节策略去应对，比如，当自己出现社交焦虑的情绪时重新评估为“出现焦虑是正常的，大家都会，也不会有什么严重的后果”，那么便有利于其学习与生活ADDINEN.CITE<EndNote><Cite><Author>李承龙</Author><Year>2019</Year><RecNum>307</RecNum><DisplayText>(李承龙etal.,2019)</DisplayText><record><rec-number>307</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744253920">307</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author><styleface="normal"font="default"charset="134"size="100%">李承龙</style></author><author><styleface="normal"font="default"charset="134"size="100%">徐坤宇</style></author><author><styleface="normal"font="default"charset="134"size="100%">黄贤颖</style></author><author><styleface="normal"font="default"charset="134"size="100%">陈娜娜</style></author><author><styleface="normal"font="default"charset="134"size="100%">李佳琴</style></author><author><styleface="normal"font="default"charset="134"size="100%">王娟</style></author><author><styleface="normal"font="default"charset="134"size="100%">谢琴红</style></author></authors></contributors><titles><title><styleface="normal"font="default"charset="134"size="100%">负面身体自我在情绪调节策略与社交焦虑间的中介作用</style></title><secondary-title><styleface="normal"font="default"charset="134"size="100%">中国健康心理学杂志</style></secondary-title></titles><periodical><full-title>中国健康心理学杂志</full-title></periodical><pages>1564-1567</pages><volume>27</volume><number>10</number><dates><year>2019</year></dates><urls></urls></record></Cite></EndNote>(李承龙等,2019)，特别是在学习当中也老师的交流是个体学业成绩的重要因素ADDINEN.CITE<EndNote><Cite><Author>Archbell</Author><Year>2022</Year><RecNum>301</RecNum><DisplayText>(Archbell&Coplan,2022)</DisplayText><record><rec-number>301</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744251476">301</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author>Archbell,KristenA.</author><author>Coplan,RobertJ.</author></authors></contributors><auth-address>Archbell,KristenA.:CentreforTeachingExcellence,UniversityofWaterloo,200UniversityAvenueWest,Waterloo,ON,Canada,N2L3G1,kristen.archbell@uwaterloo.ca</auth-address><titles><title>Tooanxioustotalk:Socialanxiety,academiccommunication,andstudents’experiencesinhighereducation</title><secondary-title>JournalofEmotionalandBehavioralDisorders</secondary-title></titles><periodical><full-title>JournalofEmotionalandBehavioralDisorders</full-title></periodical><pages>273-286</pages><volume>30</volume><number>4</number><keywords><keyword>*CollegeStudents</keyword><keyword>*Communication</keyword><keyword>*HigherEducation</keyword><keyword>*Peers</keyword><keyword>*SocialAnxiety</keyword><keyword>Teachers</keyword></keywords><dates><year>2022</year></dates><pub-location>US</pub-location><publisher>SagePublications</publisher><isbn>1538-4799(Electronic),1063-4266(Print)</isbn><urls></urls><electronic-resource-num>10.1177/10634266211060079</electronic-resource-num></record></Cite></EndNote>(Archbell&Coplan,2022)。因此，情绪调节策略或是初中生社交焦虑与学业成绩关系的一个不错着手点。基于该背景，本研究以高中生作为研究对象，探讨情绪调节策略在社交焦虑与学业成绩之间的作用。1文献综述1.1核心概念界定1.1.1社交焦虑社交焦虑(Socialanxiety)是一种人类共有的经历或体验，主要是由于在社交场景中害怕他人对自己形成不好的评价造成的ADDINEN.CITE<EndNote><Cite><Author>Morrison</Author><Year>2013</Year><RecNum>371</RecNum><DisplayText>(Morrison&Heimberg,2013)</DisplayText><record><rec-number>371</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744423186">371</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author>Morrison,Amanda</author><author>Heimberg,Richard</author></authors></contributors><titles><title>SocialAnxietyandSocialAnxietyDisorder</title><secondary-title>Annualreviewofclinicalpsychology</secondary-title></titles><periodical><full-title>Annualreviewofclinicalpsychology</full-title></periodical><pages>249-74</pages><volume>9</volume><dates><year>2013</year><pub-dates><date>03/28</date></pub-dates></dates><urls></urls><electronic-resource-num>10.1146/annurev-clinpsy-050212-185631</electronic-resource-num></record></Cite></EndNote>(Morrison&Heimberg,2013)。需要说明的是，社交焦虑与社交焦虑精神障碍是不一样的，社交焦虑障碍是达到临床诊断意义的精神障碍，严重影响到个体的身心状态以及社会功能，社交情境中个体出现严重的恐惧、焦虑、害羞、自我意识、顺从和愤怒反应ADDINEN.CITE<EndNote><Cite><Author>Hofmann</Author><Year>2004</Year><RecNum>370</RecNum><DisplayText>(Hofmannetal.,2004)</DisplayText><record><rec-number>370</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744422711">370</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author>Hofmann,StefanG.</author><author>Heinrichs,Nina</author><author>Moscovitch,DavidA.</author></authors></contributors><titles><title>Thenatureandexpressionofsocialphobia:Towardanewclassification</title><secondary-title>ClinicalPsychologyReview</secondary-title></titles><periodical><full-title>ClinicalPsychologyReview</full-title></periodical><pages>769-797</pages><volume>24</volume><number>7</number><keywords><keyword>Socialphobia</keyword><keyword>Fearfulness</keyword><keyword>Anxiousness</keyword><keyword>Submissiveness</keyword></keywords><dates><year>2004</year><pub-dates><date>2004/11/01/</date></pub-dates></dates><isbn>0272-7358</isbn><urls><related-urls><url>/science/article/pii/S0272735804000960</url></related-urls></urls><electronic-resource-num>/10.1016/j.cpr.2004.07.004</electronic-resource-num></record></Cite></EndNote>(Hofmannetal.,2004)。社交焦虑相较于社交焦虑障碍的反应轻一点，主要是由于社交情景当中个体害怕与人打交道，与他人相处（特别是不熟悉的人）时主观上感到不舒服、不自然，伴有退缩、言语不清晰的行为表现以及在认知上存在偏差等的一种常见焦虑反应ADDINEN.CITE<EndNote><Cite><Author>栗文敏</Author><Year>2007</Year><RecNum>373</RecNum><DisplayText>(栗文敏&刘丽,2007)</DisplayText><record><rec-number>373</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744423849">373</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author><styleface="normal"font="default"charset="134"size="100%">栗文敏</style></author><author><styleface="normal"font="default"charset="134"size="100%">刘丽</style></author></authors></contributors><titles><title><styleface="normal"font="default"charset="134"size="100%">社交焦虑研究综述</style></title><secondary-title><styleface="normal"font="default"charset="134"size="100%">教育理论与实践</style></secondary-title></titles><periodical><full-title>教育理论与实践</full-title></periodical><pages>37-39</pages><number>08</number><dates><year>2007</year></dates><urls></urls></record></Cite></EndNote>(栗文敏,刘丽,2007)。Heimberg等ADDINEN.CITE<EndNote><CiteExcludeAuth="1"><Author>Heimberg</Author><Year>2010</Year><RecNum>372</RecNum><DisplayText>(2010)</DisplayText><record><rec-number>372</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744423669">372</key></foreign-keys><ref-typename="BookSection">5</ref-type><contributors><authors><author>Heimberg,RichardC.</author><author>Brozovich,FaithA.</author><author>Rapee,RonaldM.</author></authors></contributors><titles><title>Acognitivebehavioralmodelofsocialanxietydisorder:Updateandextension</title><secondary-title>Socialanxiety:Clinical,developmental,andsocialperspectives,2nded.</secondary-title></titles><pages>395-422</pages><keywords><keyword>*Fear</keyword><keyword>*Models</keyword><keyword>*SocialAnxiety</keyword><keyword>*SocialPerception</keyword><keyword>*SocialPhobia</keyword><keyword>AnxietyDisorders</keyword><keyword>Diagnosis</keyword><keyword>Imagery</keyword><keyword>SocialApproval</keyword></keywords><dates><year>2010</year></dates><pub-location>SanDiego,CA,US</pub-location><publisher>ElsevierAcademicPress</publisher><isbn>978-0-12-375096-9(Hardcover)</isbn><urls></urls><electronic-resource-num>10.1016/B978-0-12-375096-9.00015-8</electronic-resource-num></record></Cite></EndNote>(2010)表示，社交焦虑主要是由于个体对于社会他人信息评估的偏差，这种错误的认知导致个体高估了别人对自己的审视、评价行为频率，而出于对自我形象威胁的恐惧，使得个体更加害怕社交情景以及在社交情景当中表现出更多慌乱、焦虑等反应。我国许多研究者也是从个体的情绪情感反应、认知过程以及行为等几个方面出发，指出社交焦虑是个体在社交情景当中出现情感、认知以及行为的非适应性反应ADDINEN.CITEADDINEN.CITE.DATA(李芸,2013;刘如婧,2022;张臣臣等,2022)。参考前人关于社交焦虑的定义，本研究将社交焦虑界定为：社交焦虑是一种未达到临床精神障碍标准的焦虑反应，是个体在社交情景中对社会评价的担忧、对自己形象维护的强烈愿望引起的情绪情感、认知以及行为的过度反应。1.1.2情绪调节策略ADDINEN.CITE<EndNote><CiteAuthorYear="1"><Author>张蕾</Author><Year>2013</Year><RecNum>378</RecNum><DisplayText>张蕾(2013)</DisplayText><record><rec-number>378</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744425497">378</key></foreign-keys><ref-typename="Thesis">32</ref-type><contributors><authors><author><styleface="normal"font="default"charset="134"size="100%">张蕾</style></author></authors></contributors><titles><title><styleface="normal"font="default"charset="134"size="100%">不同情绪诱发下情绪调节策略对不同心理地位的中学生的影响</style></title></titles><dates><year>2013</year></dates><publisher><styleface="normal"font="default"charset="134"size="100%">沈阳师范大学</style></publisher><work-type><styleface="normal"font="default"charset="134"size="100%">硕士学位论文</style></work-type><urls></urls></record></Cite></EndNote>张蕾(2013)认为情绪调节策略产生于个体在日常生活中对各种情绪不良反应或者与社会情景线索不相符时的主观体验。因为一些引起个体不快的情绪如焦虑、痛苦等，会对个体的日常生活、学习以及工作等产生的一些消极的影响，为了让自己感觉更好一点，或者以一种符合社会规范的形式表现自己的情绪，此时个体就会想方设法地调控自己的情绪，最终达到认知与行为相协调、符合相应的社会规范或者特定的情境线索。同时，她也认为某些积极情绪也需要调节，如由于达成某些成就、或者遇到某些让自己感到快乐的事情等情况时产生过分的骄傲、过度的亢奋，而这种情绪的反应可能与社会情景线索不相容，为考虑到身边的人、情境以及个体神经系统的承受力，个体需要采取一定的调节策略去合理积极情绪。Cole等ADDINEN.CITE<EndNote><CiteExcludeAuth="1"><Author>Cole</Author><Year>2004</Year><RecNum>379</RecNum><DisplayText>(2004)</DisplayText><record><rec-number>379</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744425909">379</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author>Cole,PamelaM.</author><author>Martin,SarahE.</author><author>Dennis,TracyA.</author></authors></contributors><auth-address>Cole,PamelaM.:PennsylvaniaStateUniversity,417MooreBuilding,UniversityPark,PA,US,16802,pmc5@</auth-address><titles><title>EmotionRegulationasaScientificConstruct:MethodologicalChallengesandDirectionsforChildDevelopmentResearch</title><secondary-title>ChildDevelopment</secondary-title></titles><periodical><full-title>ChildDevelopment</full-title></periodical><pages>317-333</pages><volume>75</volume><number>2</number><keywords><keyword>*ChildhoodDevelopment</keyword><keyword>*EmotionalControl</keyword><keyword>*EmotionalDevelopment</keyword><keyword>Emotions</keyword></keywords><dates><year>2004</year></dates><pub-location>UnitedKingdom</pub-location><publisher>BlackwellPublishing</publisher><isbn>1467-8624(Electronic),0009-3920(Print)</isbn><urls></urls><electronic-resource-num>10.1111/j.1467-8624.2004.00673.x</electronic-resource-num></record></Cite></EndNote>(2004)认为情绪调节是一个极其复杂的过程，不仅需要个体是调节自己主观感受以及想法，也要根据具体的现实情境来做出相应的行为改变。鉴于情绪的社会功能如表达意愿、传递社会信息以及人际交往的线索等，加上情绪调节是一个复杂动态的过程，如果情绪反应与社会规范、社会情境线索不相同，在情绪表达时个体需要一定的策略去调整自己情绪以及行为反应。ADDINEN.CITE<EndNote><CiteAuthorYear="1"><Author>Gross</Author><Year>2002</Year><RecNum>380</RecNum><DisplayText>Gross(2002)</DisplayText><record><rec-number>380</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744426039">380</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author>Gross,JamesJ.</author></authors></contributors><auth-address>Gross,JamesJ.:StanfordU,DeptofPsychology,Stanford,CA,US,94305-2130,james@</auth-address><titles><title>Emotionregulation:Affective,cognitive,andsocialconsequences</title><secondary-title>Psychophysiology</secondary-title></titles><periodical><full-title>Psychophysiology</full-title></periodical><pages>281-291</pages><volume>39</volume><number>3</number><keywords><keyword>*CognitiveProcesses</keyword><keyword>*EmotionalControl</keyword><keyword>*Strategies</keyword><keyword>*Suppression(DefenseMechanism)</keyword><keyword>EmotionalResponses</keyword><keyword>EmotionalStates</keyword><keyword>Consequence</keyword></keywords><dates><year>2002</year></dates><pub-location>UnitedKingdom</pub-location><publisher>BlackwellPublishing</publisher><isbn>1469-8986(Electronic),0048-5772(Print)</isbn><urls></urls><electronic-resource-num>10.1017/S0048577201393198</electronic-resource-num></record></Cite></EndNote>Gross(2002)提出，一个人的情绪调节活动是一个动态变化的过程，他需要根据情绪产生的刺激源特征和表达方式是否符合情境或者社会规范的不同来选择不同的情绪调节策略，Gross(2002)还提出两种被广泛认可的作用机制不同的情绪调节策略：第一个是认知重评策略，通过重新评估社会线索、自身反应等来调节自己的情绪表达；第二是个表达抑制策略，将与情景不相符的情绪通过认知努力将其压制，不让其显露出来。本研究采用ADDINEN.CITE<EndNote><CiteAuthorYear="1"><Author>Gross</Author><Year>2002</Year><RecNum>380</RecNum><DisplayText>Gross(2002)</DisplayText><record><rec-number>380</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744426039">380</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author>Gross,JamesJ.</author></authors></contributors><auth-address>Gross,JamesJ.:StanfordU,DeptofPsychology,Stanford,CA,US,94305-2130,james@</auth-address><titles><title>Emotionregulation:Affective,cognitive,andsocialconsequences</title><secondary-title>Psychophysiology</secondary-title></titles><periodical><full-title>Psychophysiology</full-title></periodical><pages>281-291</pages><volume>39</volume><number>3</number><keywords><keyword>*CognitiveProcesses</keyword><keyword>*EmotionalControl</keyword><keyword>*Strategies</keyword><keyword>*Suppression(DefenseMechanism)</keyword><keyword>EmotionalResponses</keyword><keyword>EmotionalStates</keyword><keyword>Consequence</keyword></keywords><dates><year>2002</year></dates><pub-location>UnitedKingdom</pub-location><publisher>BlackwellPublishing</publisher><isbn>1469-8986(Electronic),0048-5772(Print)</isbn><urls></urls><electronic-resource-num>10.1017/S0048577201393198</electronic-resource-num></record></Cite></EndNote>Gross(2002)的观点，将情绪调节策略界定为：个体为尽可能地使自身情绪更好地适应社交生活和外部环境、或者符合某种特定的社会规范，通过一些调控方式来改变自己情绪或者感受，最终使自己处于身心平衡状态，或者减轻身心不协调感，这些调控方式需要个体做出一些努力。1.1.3学业成绩回顾以往研究发现当前研究者们对于学业成绩的概念界定主要的来源有三个方面：第一，以《心理学大辞典》的定义为概念界定，认为学业成绩是学习者可以通过学习和训练的不断积累而获得的知识、学识及技能的总体反映，并且可以通过外在评价标准如分数、评价等反映ADDINEN.CITE<EndNote><Cite><Author>林崇德</Author><Year>2003</Year><RecNum>381</RecNum><DisplayText>(林崇德,2003)</DisplayText><record><rec-number>381</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744426699">381</key></foreign-keys><ref-typename="Book">6</ref-type><contributors><authors><author><styleface="normal"font="default"charset="134"size="100%">林崇德</style></author></authors></contributors><titles><title><styleface="normal"font="default"charset="134"size="100%">心理学大辞典</style></title></titles><dates><year>2003</year></dates><pub-location><styleface="normal"font="default"charset="134"size="100%">上海</style></pub-location><publisher><styleface="normal"font="default"charset="134"size="100%">上海教育出版社</style></publisher><urls></urls></record></Cite></EndNote>(林崇德,2003)；第二，借鉴先前不同学者对于学业成绩的看法，以权威教育学家的看法的作为参照，如参考ADDINEN.CITE<EndNote><CiteAuthorYear="1"><Author>朱智贤</Author><Year>1989</Year><RecNum>383</RecNum><DisplayText>朱智贤(1989)</DisplayText><record><rec-number>383</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744427111">383</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author><styleface="normal"font="default"charset="134"size="100%">朱智贤</style></author></authors></contributors><titles><title><styleface="normal"font="default"charset="134"size="100%">反映论与心理学</style></title><secondary-title><styleface="normal"font="default"charset="134"size="100%">北京师范大学学报</style></secondary-title></titles><periodical><full-title>北京师范大学学报</full-title></periodical><pages>46-52</pages><number>1</number><dates><year>1989</year></dates><urls></urls></record></Cite></EndNote>朱智贤(1989)的看法，认为学业成绩是学习者主要通过学习、训练这两种方式可以获得知识和技能的总体水平。第三，以当前教育形式的标准参考，认为学业成绩是以当前的教育制度中学科标准化测验分数，如ADDINEN.CITE<EndNote><CiteAuthorYear="1"><Author>李炳煌</Author><Year>2005</Year><RecNum>384</RecNum><DisplayText>李炳煌(2005)</DisplayText><record><rec-number>384</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744427216">384</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author><styleface="normal"font="default"charset="134"size="100%">李炳煌</style></author></authors></contributors><titles><title><styleface="normal"font="default"charset="134"size="100%">学习动机与学业绩效关系研究综述</style></title><secondary-title><styleface="normal"font="default"charset="134"size="100%">湘潭师范学院学报</style><styleface="normal"font="default"size="100%">(</style><styleface="normal"font="default"charset="134"size="100%">社会科学版</style><styleface="normal"font="default"size="100%">)</style></secondary-title></titles><periodical><full-title>湘潭师范学院学报(社会科学版)</full-title></periodical><pages>146-149</pages><number>4</number><dates><year>2005</year></dates><urls></urls></record></Cite></EndNote>李炳煌(2005)从学校学习的视角出发，认为学生的学习成绩总体水平就是学生的学业成绩，测量指标通常有学业成绩分数、升学状况、学历等，其中学业成绩的高低（即学生个体在各科的具体成绩的均分或者总分、平均绩点等）直接反映对知识的掌握程度，被认为是衡量学业成就的最简便、有效、公正的指标ADDINEN.CITE<EndNote><Cite><Author>李丽</Author><Year>2004</Year><RecNum>385</RecNum><DisplayText>(李丽,2004)</DisplayText><record><rec-number>385</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744427480">385</key></foreign-keys><ref-typename="Thesis">32</ref-type><contributors><authors><author><styleface="normal"font="default"charset="134"size="100%">李丽</style></author></authors></contributors><titles><title><styleface="normal"font="default"charset="134"size="100%">家长参与及其与学生学习动机、学业成绩的关系研究</style></title></titles><dates><year>2004</year></dates><publisher><styleface="normal"font="default"charset="134"size="100%">山东师范大学</style></publisher><work-type><styleface="normal"font="default"charset="134"size="100%">硕士学位论文</style></work-type><urls></urls></record></Cite></EndNote>(李丽,2004)，故学业成绩指学生的标准化学科测试分数的这一界定常常被广泛采用。在本研究中，降低因变量学业成绩定义为学生的考试分数。1.2研究现状1.2.1社交焦虑的相关研究当前对社交焦虑的研究主要集中于现状、影响因素与作用机制以及如何进行干预和治疗等方面ADDINEN.CITEADDINEN.CITE.DATA(栗文敏,刘丽,2007;牛颖等,2024)。在社交焦虑现状方面：如梅婷等ADDINEN.CITE<EndNote><CiteExcludeAuth="1"><Author>梅婷</Author><Year>2024</Year><RecNum>388</RecNum><DisplayText>(2024)</DisplayText><record><rec-number>388</rec-number><foreign-keys><keyapp="EN"db-id="vxfz0zespvfa2lezwt5pzx97t00xf5fssar9"timestamp="1744428300">388</key></foreign-keys><ref-typename="JournalArticle">17</ref-type><contributors><authors><author><styleface="normal"font="default"charset="134"size="100%">梅婷</style></author><author><styleface="normal"font="default"charset="134"size="100%">吴同和</style></author><author><styleface="normal"font="default"charset="134"size="100%">李良彬</style></author><author><styleface="normal"font="default"charset="134"size="100%">雷婧</style></author><author><styleface="normal"font="default"charset="134"size="100%">甘露</style></author><author><styleface="normal"font="default"charset="134"size="100%">沙马阿姑</style></author><author><styleface="normal"font="default"charset="134"size="100%">李祥云</style></author><author><styleface="normal"font="default"charset="134"size="100%">陈大义</style></author><author><styleface="normal"font="default"charset="134"size="100%">裴容</style></author><author><styleface="normal"font="default"charset="134"size="100%">廖强</style></author></authors></contributors><titles><title><styleface="normal"font="default"size="100%">2023</style><styleface="normal"font="default"charset="134"size="100%">年凉山州中职生社交焦虑现状及影响因素分析</style></title><secondary-title><styleface="normal"font="default"charset="134"size="100%">预防医学情报杂志</style></