Exploring Self-Cognition and Self-Regulation Mechanisms of Anxiety Among University Students in China: A Psychological and Educational Perspective
Year: 2026
Type: article
Abstract: This study examines how internal psychological mechanisms, namely self-cognition and self-regulation, could be leveraged to address the rising levels of anxiety among Chinese university students. Drawing on a comprehensive analysis of secondary data sources, including government and university reports, peer-reviewed journals, and publications from independent organisations, the research identifies several key contributing factors to student anxiety. The findings reveal that a growing number of Chinese university students experience heightened anxiety, which is closely linked to issues of self-cognition, insufficient emotional self-regulation, and various cultural and institutional influences. A primary factor identified is students' low self-efficacy, largely rooted in the societal emphasis on academic achievement as a core component of identity. The research also highlights the influence of traditional Confucian values, which continue to shape sociocultural expectations and contribute to psychological pressure. Additionally, structural issues within the Chinese education system—such as exam-centric policies and a lack of emphasis on creativity and skill development—further exacerbate student anxiety. While some universities have implemented adaptive coping mechanisms that support emotional regulation, many students continue to rely on maladaptive strategies, ultimately worsening their stress and anxiety levels.
Source: Rock Art Research
Authors: Tang, Yixuan, Song, Yanxin
Language: English
Topic: Student Stress and Coping
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7216833607