研究生是学业焦虑问题较为突出和普遍的群体。对研究生而言，高度专业化的培养要求与不断增强的社会竞争导致学业压力日益繁重，使得该群体更易产生学业焦虑，严重的可能对身心健康带来危害，导致精神障碍和慢性疾病。因此，探究研究生学业焦虑的内源性因素并采取有针对性的干预措施减轻焦虑程度具有重要意义。以往研究发现，情绪调节自我效能感和人格特质是焦虑产生的重要内源性因素，但研究者们较少关注二者与学业焦虑的关系，且以往研究较少考虑到情绪调节自我效能感全面的分类维度，缺乏干预学业焦虑的循证支持。因此，本研究将考察情绪调节自我效能感的四维度，即感受正性情绪自我效能感（perceived self-efficacy in expressing positive affect，POS）、调节正性情绪自我效能感（perceived self-efficacy in managing positive affect，MPOS）、调节沮丧/痛苦情绪自我效能感（perceived self-efficacy in managing despondency/distress，DES）和调节生气/愤怒情绪自我效能感（perceived self-efficacy in managing anger/irritation，ANG）与学业焦虑的关系，考察开放性特质在情绪调节自我效能感与研究生学业焦虑之间的调节作用，以及情绪障碍跨诊断疗法对研究生学业焦虑的干预效果。
研究一选取319名来自北京多所高校的研究生（平均年龄24.27 ± 3.89岁）为被试，采用《情绪调节自我效能感量表RESE》、《研究生学业焦虑量表》和《大五人格NEO-FFI》开放性分量表对各变量进行测量。通过回归分析，结果发现：（1）情绪调节自我效能感四维度（POS、MPOS、DES、ANG）分别与研究生学业焦虑呈显著负相关关系，开放性特质与研究生学业焦虑呈显著负相关关系；（2）POS、DES、ANG能够显著负性预测研究生学业焦虑，开放性特质水平能够显著负向预测研究生学业焦虑；（3）开放性特质在DES和ANG与研究生学业焦虑之间的关系中发挥调节作用。具体表现为，当开放性特质在中等水平和较高水平时，DES显著负向预测学业焦虑，当开放性特质较低时，DES对研究生学业焦虑无显著预测作用；无论开放性高低，ANG都能显著预测学业焦虑，但相比于低开放性的研究生，在高开放性的研究生中，ANG对学业焦虑的负向预测作用更强。
研究二招募受学业焦虑情绪困扰的研究生，筛选在学业焦虑量表得分40分以上的研究生，随后进行访谈后确认来访10人。其中，采用大五人格问卷-开放
性分量表并基于研究一结果确认开放性特质低水平和中高水平研究生各5名。采用情绪障碍跨诊断疗法进行干预，使用研究生学业焦虑量表和情绪调节自我效能感量表进行四次测量（干预前测、干预中测、干预即时后测、干预延时后测）。通过量化分析和访谈分析干预效果，结果发现：（1）情绪障碍跨诊断疗法能够有效提升研究生情绪调节自我效能感，尤其能够显著提高调节消极情绪自我效能感，即DES和ANG；（2）情绪障碍跨诊断疗法能够通过提升情绪调节自我效能感有效减少研究生学业焦虑情绪，中高水平比低水平开放性研究生的学业焦虑情绪减弱更多；（3）情绪障碍跨诊断疗法除以上变量外，所有来访表示均有额外收获。例如，理性看待情绪、接纳自我和对生活其他方面的改变等。
本研究采用实证研究与循证干预相结合的方式，深入探讨情绪调节自我效能感、研究生学业焦虑和开放性人格特质之间的关系。同时，基于相关研究结果采用情绪障碍跨诊断疗法进行干预，为有效干预研究生学业焦虑提供循证支持。

Graduate students are a more prominent and common group of academic anxiety. For graduate students, highly specialized training requirements and increasing social competition lead to increasingly heavy academic pressure, which may seriously endanger their physical and mental health, leading to mental disorders and chronic diseases. Therefore, it is of great importance to explore the endogenous factors of graduate students’ academic anxiety and to take targeted intervention measures to reduce the degree of anxiety. Previous studies have found that emotional regulation self-efficacy and personality traits are important endogenous factors of anxiety, but researchers have paid less attention to the relationship between them and academic anxiety, and previous studies have rarely considered the comprehensive classification dimensions of regulatory emotional self-efficacy, resulting in a lack of evidence-based support for interventions for academic anxiety. Therefore, this study aimed to examine the relationships between the four dimensions of regulatory emotional self-efficacy, namely, perceived self-efficacy in expressing positive affect （POS）, perceived self-efficacy in managing positive affect （MPOS）, perceived self-efficacy in managing despondency/distress （DES）, perceived self-efficacy in managing anger/irritation （ANG）, and academic anxiety, and to investigate the moderating effect of openness on emotional regulatory self-efficacy and graduate academic anxiety. Moreover, this study tested the intervention effect of unified protocol for transdiagnostic treatment of emotional disorders （UP） on graduate students’ academic anxiety.
In Study 1, participants were 319 graduate students from several universities in Beijing. The regulatory emotional self-efficacy scale, graduate academic anxiety scale and openness sub-scale of NEO-FFI were used to measure the variables. The results showed that: （1） The four dimensions of regulatory emotional self-efficacy （POS, MPOS, DES and ANG） were significantly negatively correlated with graduate students' academic anxiety, and openness was significantly negatively correlated with graduate students' academic anxiety. （2） POS, DES, and ANG significantly negatively predicted the academic anxiety of graduate students. Openness significantly negatively predicted the academic anxiety of graduate students. （3） Openness played a moderating role in the relationships of graduate academic anxiety with ANG and DES. Specifically, for graduate students with Medium and high level of openness, DES significantly negatively predicted academic anxiety, and for graduate students with low level of openness, DES had no significant predictive effect on academic anxiety. Furthermore, ANG significantly predicted academic anxiety regardless of the levels of openness, but compared with graduate students with low openness, ANG showed a stronger link with academic anxiety among graduate students with high openness.
In Study 2, graduate students troubled by academic anxiety were recruited, and those who had scores of more than 40 on the academic anxiety scale were selected. Then, 10 visitors were confirmed after interview. Among them, the openness sub-scale of NEO-FFI was used, and based on the results of study 1, 5 graduate students with low level and 5 graduate students with medium and high level of openness were confirmed. The unified protocol for transdiagnostic treatment of emotional disorders was used for intervention, and the graduate academic anxiety scale and regulatory emotional self-efficacy scale were used for measurements at four time points （pre intervention test, in intervention test, immediate post intervention test, and delayed post intervention test）. Through quantitative analyses and interview analyses of the intervention effect, it is found that （1） The unified protocol for transdiagnostic treatment of emotional disorders can effectively improve regulatory emotional self-efficacy of graduate students, especially the self-efficacy of regulating negative emotions, DES and ANG; （2） The unified protocol for transdiagnostic treatment of emotional disorders can effectively reduce the academic anxiety of graduate students by improving the sense of regulatory emotional self-efficacy, and effectively intervene the academic anxiety of graduate students with medium and high level openness than low level openness ; （3） In addition to the above variables, all visitors expressed additional gains. For example, rational view of emotions, acceptance of self and changes in other aspects of life.
This study used the combination of empirical research and evidence-based intervention to deeply explore the relationships between regulatory emotional self-efficacy and academic anxiety of graduate students, as well as the role of openness personality traits in the relationship. At the same time, based on the above research results, the intervention of the unified protocol for transdiagnostic treatment of emotional disorders provides evidence-based support for the effective intervention of graduate students’ academic anxiety.