In recent years, studies have shown that anxiety may be a key factor affecting adolescent health risk behaviors. However, there is still controversy in academia regarding the specific relationship between anxiety and adolescent health risk behaviors, and the conclusions of related research are not unified. In view of this, this study adopts meta-analysis method to integrate relevant research, aiming to clarify the relationship between anxiety and adolescent health risk behavior, and explore the moderating factors that affect the relationship between the two, providing theoretical basis for intervention of adolescent health risk behavior.

 The research results indicate that:

Firstly, anxiety is moderately positively correlated with adolescent health risk behaviors, indicating that adolescents with higher levels of anxiety are more likely to engage in health risk behaviors.

Secondly, the types of health risk behaviors are also important moderating factors, and the association patterns between different types of behaviors (such as substance addiction, intentional injury behavior, etc.) and anxiety are different.

Thirdly, regions and academic stages also have a moderating effect on the relationship between anxiety and adolescent health risk behaviors, with a stronger correlation observed in North American adolescents and a stronger correlation observed as the academic stage increases.

Fourthly, gender did not show a significant moderating effect on the relationship between the two in this study, possibly due to the offsetting balance of differences in different types of health risk behaviors among adolescents of different genders.

Based on this, the author provides the following suggestions:

Firstly, at the theoretical level, further research should focus on the dynamic relationship between anxiety and adolescent health risk behaviors. Longitudinal tracking survey methods can be used to gain a deeper understanding of the changing patterns and causal mechanisms of the two over time. 

Secondly, at the practical level, when formulating intervention strategies for adolescent health risk behaviors, factors such as anxiety types, educational stages, and regional differences should be fully considered.

Thirdly, strengthen the research and standardized use of anxiety measurement tools to ensure the accuracy of measurement results.

Fourthly, future research should further explore the impact of various factors such as family socioeconomic status and peer relationships on adolescent health risk behaviors, in order to make the research more comprehensive and comprehensive.

Family is the first place of socialization for minors, and although the empirical research on the influence of family on minors' deviant behavior has been deepening and expanding, the chain of influence of the two core proximal family factors, namely, family interaction and academic support, on minors' deviant behavior is not yet clear. Based on this background, a study published in Journal of Shanghai Educational Research based on the data of China Education Panel Survey (CFPS) to explore the specific mechanisms of family interaction and academic support on minors' deviant behavior.

The study found:

1. From the perspective of the mechanism of family interaction on minors' transgressive behavior, good family interaction means more parental care and better family emotions, as a way to reduce minors' negative emotions such as anxiety, depression, and nervousness, which in turn promotes a shift towards focusing on orthodox activities, reduces the need to seek emotional support and fulfillment from transgressive peers, and ultimately reduces the minors' own transgressive behaviors. However, the amount of family interaction does not directly affect the minor's deviant behavior, but rather the minor's emotional state becomes an important factor in controlling and implementing his or her own behavior.

2. From the perspective of the influence mechanism of academic support on minors' deviant behavior, the higher the degree of family's academic support to minors, the more minors realize the important tasks and main goals of their own age stage, and the more they are willing to invest in orthodox activities, such as study, life planning, and volunteering activities. However, the family's academic support has no direct influence on minors' transgressive peer relationships and transgressive behaviors, and over-emphasis on academics may cause minors' psychological pressure and negative emotions, leading to the opposite results.

3. Increased willingness to concentrate, i.e., to be socially recognized as successful, significantly reduces minors' deviant peer relationships and their own deviant behaviors.

4.  Minors' deviant behavior is significantly more influenced by peer group than other factors.

Research recommendations:

1. parents should guide minors to establish scientific emotional concepts in family interactions, provide correct emotional regulation role models, reflect on the adverse effects of negative emotions together, and help minors eliminate negative emotions.

2. Family support for minors' studies should be in good proportion, and high-pressure "tiger mother and wolf father" education is not worth advocating. 3) Parents' support for their children's studies should be in good proportion, and parents' support for their children's studies should be in good proportion.

3. Parents should avoid utilitarian "fill-in" education when counseling their children's studies, and beware of over-emphasizing academic performance to the neglect of their children's own feelings. Academic support for minors should be transformed into guidance for their willingness to focus, and to cultivate in minors a heartfelt desire to pursue orthodox goals.

4. Communities, schools and families should work together to reduce the number of minors who stray from their peers, to cut off this important bridge that leads to minors straying from their peers, and to create a good peer environment for minors.

Parents and teachers are both significant others in the daily life and study of middle school students. Trust from parents and teachers can help junior high school students enhance their autonomous motivation and form positive subjective cognition. A recent article published in Journal of Educational Science of Hunan Normal University, based on psychological capital theory and self-worth theory, through survey research, deeply explored the mechanism of the impact of perceived parental trust and perceived teacher trust on learning power, aiming to theoretically advance the deepening of learning power research and practically provide guidance for collaborative co-education between families and schools.

The results showed that:

1.Perceived trust significantly positively predicted the learning power of junior high school students. On the one hand, junior high school students perceiving trust from parents and teachers could promote the enhancement of their learning self-efficacy. On the other hand, junior high school students perceiving trust from parents and teachers could enhance their learning autonomy.

2.Junior high school students' perceived trust could promote the improvement of learning power by enhancing the level of self-esteem. Self-esteem played a mediating role between perceived trust and learning power. Increasing the level of self-esteem is beneficial for enhancing initiative, self-regulation ability, emotional control ability, and psychological resilience in learning, thereby improving learning power.

3.The influence of perceived teacher trust on the learning power of junior high school students was greater than that of perceived parental trust. Junior high school students perceiving trust from parents benefited the enhancement of self-evaluation and self-efficacy, thereby influencing learning power. However, the identity of teachers makes it easier for junior high school students to regard them as idol-like figures, whose influence on learning power is more direct, and can also affect junior high school students' self-evaluation and cognition by influencing self-esteem.

Based on this, the author offers the following educational suggestions:

1.Teachers should be full of love and trust, empower students' psychological capital, and cultivate students' learning power. First, teachers should cultivate the educator sentiment of loving teaching and students (Note: Matches the abstract's "cultivate love for education" spirit); Second, teachers should actively create a classroom atmosphere full of trust; Finally, teachers should respect the individual differences in student development.

2.Parents should learn scientific parenting, cultivate children's sense of self-worth, and collaboratively promote the improvement of learning power. First, parents should actively take on the responsibility of collaborative co-education and cultivate their children's sense of self-worth in life details; Second, parents should try to reduce social comparisons, be good at discovering their children's strengths, and protect their children's self-esteem; Finally, parents should also continuously engage in self-learning, becoming parents who love learning, understand education, and can communicate effectively with their children.

The newly amended Law of the People's Republic of China on the Protection of Minors was voted on and passed by the National People's Congress in 2021, and came into effect on June 1 of that year. The newly amended Law on the Protection of Minors added a special chapter on “Internet Protection”, which sets out clear requirements for the protection of minors by Internet service providers, including limiting the length of time minors can use the Internet. However, as the saying goes, “where there is a policy from above, there is a solution from below”, and for minors who are “very dependent” or “relatively dependent” on the Internet, the special chapter on “network protection” seems to be ineffective. For minors who are “very dependent” or “more dependent” on the Internet, the “Internet Protection” chapter seems to have little effect. Cell phones are the most important medium for secondary school students to access the Internet, and excessive reliance on the Internet can easily lead to problematic cell phone use. Therefore, in order to address the problem of Internet dependence among minors, in addition to legal constraints, professional intervention in the direction of psychology is also very important. Against this background, a study published in Psychological Development and Education used the whole cluster random sampling method to select 10 first-grade classes of students in a junior high school in Sichuan, with the intention of exploring the mechanism of Internet dependence on a psychological level, and designing and implementing an effective intervention program for minors with a high degree of Internet dependence.

The study showed that:

1. anxiety symptoms are an early risk factor for problematic cell phone use. the more severe the anxiety symptoms at the T1 stage, the more likely it is that problematic cell phone use will occur at the T2 stage Anxiety symptoms act as a psychopathological susceptibility factor that may lead to problematic cell phone use. The study concluded that the most commonly thought of and convenient way to relieve anxiety for individuals in an anxious state is to play with cell phones, and playing with cell phones brings individuals a false, transient pleasure that temporarily relieves the reality of anxiety, which causes anxious individuals to focus more on the short-term rewards that come with cell phone use.

2. Anxiety symptoms can not only directly influence subsequent problematic cell phone use, but also indirectly influence subsequent problematic cell phone use by influencing fear of missing out and intolerance of uncertainty. Research suggests that anxious individuals tend to amplify their concerns about uncertainty and missing out on interesting experiences with others, and develop maladaptive coping behaviors in response to such concerns, checking their cell phones frequently and habitually in order to alleviate the fear of missing out and the excessive worry caused by uncertainty, which ultimately leads to problematic cell phone use.

The study, published in the Journal of East China Normal University (Educational Science Edition), is based on the China Statistical Yearbook and the Peking University China Household Tracking Survey from 2010 to 2020, covering 25 provinces/municipalities/autonomous regions, and encompassing three levels: individual, household, and community, and utilizes a probit model to empirically examine how education can prevent the middle-income group from slipping. The study shows that:

1. education can effectively prevent the middle-income group from sliding downward.

2. education stabilizes the middle-income group by enhancing employment stability and risk prevention awareness.

3. education has significant heterogeneity in the process of preventing the middle-income group from slipping.

4. Online education has a significant moderating effect on preventing the middle-income group from sliding down.

Based on the above discussion, this study puts forward the following suggestions.

1. insist on prioritizing the development of education to further improve the level of human capital of the whole society.

2. Continuously expand high school quality resources and accelerate the high-quality development of higher education.

3. Actively promote the change and innovation of online education empowered by AI big language model in the intelligent era.

4. Continuously improve the social welfare and security system to provide a systematic bottom-up for “stabilizing the middle”.

However, this study also has certain limitations. On the one hand, due to the characteristics of the research object, after the middle-income household slips, the next period can not be counted into the sample of middle-income households, so it is not possible to construct a more informative panel data for analysis. On the other hand, in order to ensure the timeliness of the research results while taking into account the medium- and long-term impact, this paper uses tracking data spanning 2016-2020, and affected by data availability, lacks the most recent data as an adequate test of the preventive effect of education on middle-income group slippage since the end of the Xinguang epidemic.