Abstract：
The prevalence of learning anxiety among Chinese migrant middle school students is a notable concern in academia. There is a wealth of research on the effects of internal and external locus of control on learning anxiety, but there is still a lack of research on unknown locus of control. To grasp the situation of migrant middle school students in terms of learning anxiety, to understand the relationship between migrant middle school students\' unknown locus of control and learning anxiety, this study surveyed 351 migrant middle school students, using Mental Health Test, Multidimensional Measure of Children\'s Perceptions of Control, Middle School Students Learning Motivation Scale to do the questionnaire survey. The data analysis conducted through SPSS software revealed the following findings: (1) There is a positive prediction of learning anxiety from an unknown locus of control (β = 0.139, p < 0.05). (2) Unknown locus of control indirectly influences learning anxiety through both learning goal distress and excessive learning motivation. Learning goal distress and excessive learning motivation partially mediate the relationship between unknown locus of control and learning anxiety. The total magnitude of the indirect effects is 0.15 (p<0.05). The effect is significant, but the size of the effect is small and the issue of generalizability should be considered. The research findings suggest that the unknown locus of control indirectly affects learning anxiety through difficulties with learning goals and excessive learning motivation. It is suggested that increasing opportunities for students to make independent choices and to develop their sense of self-control in daily lessons; guiding students to set appropriate learning goals, avoiding too high or too low, emphasizing refinement of goals and the combination of long-term and short-term goals.
摘要：
中国流动中学生学习焦虑的患病率是学术界关注的问题。关于内部和外部控制源对学习焦虑的影响的研究很多，但目前还缺乏对未知控制源的研究。掌握流动中学生学习焦虑的状况,了解流动中学生未知心理控制源与学习焦虑的关系,这项研究调查了351名移民中学生，使用心理健康测试，儿童控制感知的多维度量，中学生学习动机量表做问卷调查。通过SPSS软件进行的数据分析揭示了以下发现：（1）来自未知控制源的学习焦虑具有阳性预测（β=0.139，p<0.05）。（2）未知的控制源通过学习目标困扰和过度的学习动机间接影响学习焦虑。学习目标困扰和过度的学习动机部分介导了未知的控制源与学习焦虑之间的关系。间接效应的总幅度为0.15(p<0.05)。效果显著,但是效果的大小很小，应该考虑泛化的问题。研究结果表明，未知的控制源通过学习目标困难和过度的学习动机间接影响学习焦虑。建议在日常课程中增加学生自主选择的机会,培养学生的自控意识;引导学生制定适当的学习目标,避免过高或过低，强调目标的细化以及长期和短期目标的结合。
