The Impact of Interpersonal Relationships on Learning Anxiety in Junior High School Students

Abstract

Junior high school students are at a critical stage of adolescent development. These children are emotionally sensitive and prone to mental health problems. A survey of the mental health status of junior high school pupils found that the detection rate of learning anxiety was highest in junior high school pupils and increased with grade level. Therefore, it is necessary to investigate the causes and influencing factors of learning anxiety in depth. This study analyzes and compares the existing literature on the effects of interpersonal relationships on learning anxiety in junior high school students. Results show that normal parent-child relationships, supportive teacher-student relationships, and peer support were all negatively associated with learning anxiety. In contrast, unhealthy interpersonal relationships will increase students learning anxiety level. This paper explores how parent-child, teacher-student, and peer relationships influence learning anxiety among junior high school students, reviewing and collating data to derive both a dominant-subordinate and an integrative perspective. Overall, interpersonal relationships affect learning anxiety in junior high students in different ways and to various degrees, and interpersonal relationships affect the generation and mitigation of learning anxiety in junior high students to some extent.