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<p>Anxiety is closely related to adolescents’ emotional adjustment, but the roles of subjective well-being and physical activity in this association remain unclear. This study examined whether subjective well-being mediated the association between anxiety and emotion regulation strategies and whether physical activity moderated this process. A cross-sectional survey was conducted among 2,354 middle school students from four provinces in China. Anxiety, subjective well-being, emotion regulation strategies, and physical activity were assessed using standardized questionnaires. Pearson correlation, mediation, and moderated mediation analyses were conducted using SPSS PROCESS. Anxiety was negatively associated with emotion regulation strategies (B = -0.573, <i>p</i> &lt; 0.001), and subjective well-being partially mediated this association (indirect effect = -0.233, 95% CI [-0.274, -0.193]). Physical activity moderated both the anxiety–subjective well-being pathway (B = 0.011, <i>p</i> &lt; 0.001) and the direct anxiety–emotion regulation strategies pathway (B = 0.005, <i>p</i> = 0.005). The negative associations were weaker at higher levels of physical activity. Anxiety was associated with emotion regulation strategies both directly and indirectly through subjective well-being. Physical activity showed a buffering pattern in these associations. These findings highlight the importance of integrating well-being support, emotion regulation education, and physical activity promotion in school mental health practice.</p>

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Anxiety and emotion regulation strategies in middle school students: subjective well-being as a mediator and physical activity as a buffer

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月3日

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  • Wanchun Xue,
  • Jianhua Zhang,
  • Bo Zheng

摘要

Anxiety is closely related to adolescents’ emotional adjustment, but the roles of subjective well-being and physical activity in this association remain unclear. This study examined whether subjective well-being mediated the association between anxiety and emotion regulation strategies and whether physical activity moderated this process. A cross-sectional survey was conducted among 2,354 middle school students from four provinces in China. Anxiety, subjective well-being, emotion regulation strategies, and physical activity were assessed using standardized questionnaires. Pearson correlation, mediation, and moderated mediation analyses were conducted using SPSS PROCESS. Anxiety was negatively associated with emotion regulation strategies (B = -0.573, p < 0.001), and subjective well-being partially mediated this association (indirect effect = -0.233, 95% CI [-0.274, -0.193]). Physical activity moderated both the anxiety–subjective well-being pathway (B = 0.011, p < 0.001) and the direct anxiety–emotion regulation strategies pathway (B = 0.005, p = 0.005). The negative associations were weaker at higher levels of physical activity. Anxiety was associated with emotion regulation strategies both directly and indirectly through subjective well-being. Physical activity showed a buffering pattern in these associations. These findings highlight the importance of integrating well-being support, emotion regulation education, and physical activity promotion in school mental health practice.