The first study examined the relationships between academic motivation, test anxiety levels, and academic stress among 1414 high school students using TAI, MSMT, the Middle School Academic Stress Questionnaire, and MAAS. The second study explored the chain mediating roles of mindful attention awareness differentials and test anxiety differentials between Positive Mindfulness Audio Intervention and academic motivation differentials under the Mindfulness Audio Intervention for 70 subjects. Through correlation analysis by SPSS, structural equation modeling analysis and Bootstrap method by Mplus, the results highlighted the positive correlation between academic stress, test anxiety and academic motivation and that the role of test anxiety as a partial mediator in the effect of academic stress on academic motivation. Furthermore, it could verify the mediating effect of the Positive Awareness Differential and the Test Anxiety Differential between the Positive Awareness Audio Intervention and the Learning Motivation Differential.Therefore, we concluded that mindful audio intervention can effectively improve high school students' motivation in the short term, which can be replicated in high schools in the region.