目前针对第二语言学习的研究很多，国内研究则主要聚焦于英语学习的研究，但是针对其他种类的语言学习研究寥寥无几。语言的学习受到个体情绪和认知的影响。如何更好地调节个体情绪和认知，从而更好的提高第二语言学习成绩值得我们研究探索。第二语言学习焦虑是指在学习除母语外的其他语言过程中产生的一种焦虑情绪。这种焦虑可以分成积极的促进性焦虑和消极的抑制性焦虑两个维度。这两个维度分别对于成绩学习有着截然相反的预测。自我效能也被发现与第二语言成绩和学习焦虑具有相关关系。本研究聚焦于汉语学习焦虑的两个维度，展开其对维吾尔族初中生汉语学习的影响及心理机制研究。

招募乌鲁木齐某民语中学初中生(N = 710)参与问卷调查。测量其汉语学习焦虑(抑制性/促进性)、汉语自我效能和汉语成绩。结果显示，(1)随着年级增高，学生的抑制性焦虑在逐渐增高，促进性焦虑逐渐降低，自我效能逐渐降低，汉语学习汉语成绩（总）逐渐降低，听力成绩逐渐降低，阅读成绩波动不大，作文成绩在逐渐上升。 (2)其中，自我效能在促进性焦虑对汉语总成绩中起完全中介作用，在抑制性焦虑对汉语总成绩中起部分中介作用。(3)将汉语总成绩中的听力、阅读和写作模块分别分析，研究结果表明在促进性焦虑对阅读和写作成绩的影响中，自我效能起完全中介作用。在抑制性焦虑对听力，阅读和写作成绩的影响中，自我效能起完全中介作用。在促进性焦虑和对汉语听力的影响中，自我效能起遮掩作用。 (4)在纵向比较中，自我效能的中介作用在初一年级没有被发现，而在之后的年级中，中介作用均显著。 (5)在横向比较中，自我效能的中介作用在低汉语水平的学生中显著，但是在高汉语水平的学生中没有被发现。

本研究结论对双语教育中如何通过调节维吾尔族学生的学习焦虑和自我效能对学生的汉语成绩具有指导意义。

At present, there are a lot of researches on second language learning, while domestic researches mainly focus on English learning, but there are few researches on other kinds of language learning. Language learning is influenced by individual emotion and cognition. How to better regulate individual emotion and cognition, so as to better improve the second language learning performance is worth our research and exploration. Second language learning anxiety refers to a kind of anxiety in the process of learning other languages except mother tongue. Language learning is affected by individual emotions and cognition. To improve the result of learning second language, it is worthy to evaluate the effect of regulating emotion and cognition in learning process. Chinese learning anxiety refers to a kind of anxiety formed in the process of Chinese learning. There are two dimensions of this anxiety: facilitating anxiety and debilitating anxiety. These two dimensions have diametrically opposite predictions for Chinese learning. Chinese learning self-efficacy has also been found to be related to Chinese performance and Chinese learning anxiety. This research focuses on the two dimensions of Chinese learning anxiety, and elaborates its impact on Uyghur Chinese learning and its psychological mechanism.

The junior middle school students (n = 710) of a folk language middle school in Urumqi were recruited to participate in the questionnaire survey, which measures their Chinese learning anxiety (facilitating/debilitating), Chinese learning self-efficacy and Chinese performance.The results show that: (1) with the increase of grade, students' debilitating anxiety in Chinese learning gradually increases, facilitating anxiety gradually decreases, Chinese learning efficacy gradually decreases, Chinese learning performance (total) gradually decreases, listening performance gradually decreases, reading performance fluctuates little, and composition performance gradually increases. (2) Among them, Chinese learning efficacy plays a complete mediating role in facilitating anxiety and a partial mediating role in debilitating anxiety. (3) After dividing Chinese achievement into listening, reading and writing, the results show that learning efficiency plays a complete mediating role in the influence of facilitation anxiety on reading and writing achievement. Among the effects of debilitating anxiety on listening, reading and writing performance, learning efficiency plays a complete mediating role. Learning efficiency plays an important role in facilitating anxiety and its influence on Chinese listening. (4) In the longitudinal comparison, this mediating effect was not found in the first grade of junior high school, but in the later grades, the mediating effect was significant. (5) In the horizontal comparison, the mediating effect of learning efficiency is significant in the students with low Chinese proficiency, but it is not found in the students with high Chinese proficiency.

The conclusions of this study have guiding significance for how to adjust students` learning anxiety and self-efficacy in bilingual education to Uyghur student` Chinese performance.