过度的学业焦虑已经成为当前困扰学生的普遍性学业情绪问题。引发学业焦虑的因素包括外因和内因，学业挫败和不良学业环境本身是常见外因，但更为关键的是学生主观上将其评价为威胁。本研究聚焦引发学业焦虑的主观认知评价及其关键影响因素，构建以学业信念和学业价值取向为核心的威胁评价-学业焦虑理论，基于重构的认知评价模型，探讨不同学业价值取向和学业信念影响威胁评价及学业焦虑的机制和路径，并使用定量研究法对主要理论假设进行实证检验。研究样本为1391名高中生，实证检验结果基本符合理论假设，提供了实证支持。 第一，理论分析认为，过强的学业外在价值取向是引发威胁评价及学业焦虑的主要价值因素，而学业内在价值取向则不会。实证检验结果表明，学业外在价值取向能显著正向预测威胁评价，并间接正向预测学业焦虑。第二，本研究探讨了八种学业信念对威胁评价及学业焦虑的影响，其中四种是已有研究涉及的，本研究的贡献在于进一步揭示并检验了这些学业信念影响学业焦虑的认知心理机制。更为重要的是，本研究基于现代心理学和道家思想观点提出了四种对威胁评价及学业焦虑有潜在影响的新学业信念，分别是主观有限控制信念，道家“顺应自然结果”信念，多元智能信念，道家“本性多样，差异发展”信念。第三，实证研究表明，在全部学业信念中，道家“顺应自然结果”信念负向预测威胁评价及学业焦虑的效应量最大，表明这种具有道家特征的积极信念可能对于降低威胁评价及学业焦虑具有重要意义，主观有限控制信念的效应其次。除此之外，多元智能信念、学业能力成长信念、学业控制信念、过度竞争信念也能显著预测威胁评价及学业焦虑。第四，理论分析认为，学业信念会通过影响学业价值取向来间接影响威胁评价及学业焦虑，实证研究表明，道家“顺应自然结果”信念、主观有限控制信念显著负向预测学业外在价值取向，通过学业外在价值取向负向预测威胁评价的中介效应显著，并进一步负向预测学业焦虑。过度竞争信念、发展性竞争信念、学业控制信念正向预测学业外在价值取向，间接正向预测威胁评价的中介效应显著，并进一步正向预测学业焦虑。值得注意的是，学业控制信念对威胁评价的直接预测效应为负，而间接预测效应为正，表明存在遮掩效应。

Excessive academic anxiety has become a widespread emotional issue among students. Factors contributing to academic anxiety include external and internal elements, where academic setbacks and unfavorable academic environments are common external factors, but more crucially, students subjectively perceive them as threats. This study focuses on the subjective cognitive evaluations triggering academic anxiety and their key influencing factors, constructing a Threat-Appraisal-Academic-Anxiety Theory centered on academic beliefs and academic values orientation. Based on the reconstructed cognitive appraisal model, the mechanisms and pathways through which different academic values orientation and academic beliefs influence threat appraisal and academic anxiety are explored, and the main theoretical hypotheses are empirically tested using quantitative research methods. The research sample consists of 1391 high school students, and the empirical test results largely support the theoretical hypotheses, providing empirical support. Firstly, theoretical analysis suggests that an excessive external academic value orientation is the main value factor triggering threat appraisal and academic anxiety, whereas an internal academic value orientation is not. Empirical test results indicate that an external academic value orientation significantly positively predicts threat appraisal and indirectly positively predicts academic anxiety. Secondly, this study explores the impact of eight academic beliefs on threat appraisal and academic anxiety, among which four have been previously studied. The contribution of this study lies in further revealing and testing the cognitive psychological mechanisms through which these academic beliefs influence academic anxiety. More importantly, based on modern psychology and Taoist perspectives, this study proposes four new academic beliefs potentially influencing threat appraisal and academic anxiety: subjective limited control belief, Taoist belief in "complying with natural results," multiple intelligence belief, and Taoist belief in "diverse nature, differential development." Thirdly, empirical research shows that among all academic beliefs, the Taoist belief in "complying with natural results" most strongly negatively predicts threat appraisal and academic anxiety, indicating that this positively oriented belief with Taoist characteristics may have significant implications for reducing threat appraisal and academic anxiety, followed by the subjective limited control belief. Additionally, multiple intelligence belief, belief in academic ability growth, belief in academic control, and belief in excessive competition also significantly predict threat appraisal and academic anxiety. Fourthly, theoretical analysis suggests that academic beliefs indirectly influence threat appraisal and academic anxiety through affecting academic value orientations. Empirical research demonstrates that the Taoist belief in "complying with natural results" and subjective limited control belief significantly negatively predict external academic value orientation, and the mediating effect of negative prediction of threat appraisal through external academic value orientation is significant, further negatively predicting academic anxiety. Belief in excessive competition, belief in developmental competition, and belief in academic control positively predict external academic value orientation, with a significant indirect positive prediction of threat appraisal and further positive prediction of academic anxiety. It is noteworthy that belief in academic control has a negative direct predictive effect on threat appraisal but a positive indirect predictive effect, indicating the presence of masking effects.