A Meta - Analysis of the Relationship between Academic Anxiety and Academic Performance: Based on Data from Chinese Secondary School Students
Abstract
This meta - analysis synthesizes 67 empirical studies (70 independent samples, N=79,438) from 2001 to 2022 to investigate the relationship between academic anxiety and academic performance among Chinese secondary school students. A systematic search across 14 databases was conducted following PRISMA guidelines. Results show a moderate negative correlation (r=−0.41, p<0.001) with significant heterogeneity. Moderator analyses indicate that self - reported academic achievement has a stronger negative association with anxiety than objective measures. Subgroup analyses find no significant effects of gender, grade level, or measurement tools. These findings highlight the need for anxiety - alleviation strategies in line with the “Double Reduction” policy. Limitations include regional disparities and cross - sectional data constraints. Future research should use longitudinal designs and explore mediating mechanisms.
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