【摘要】：本文通過質性研究、問卷調查和實驗的方法，探討研究了考試焦慮與考試成績之間的關系、認知性作業(yè)輔導的主題、修訂認知性作業(yè)輔導手冊以及認知性作業(yè)輔導手冊對高三學生考試焦慮的適用性。修訂出一本適合高三考生的，更加規(guī)范科學和指導性較強的考試焦慮團體輔導手冊，，這不僅對于高三學生考試焦慮的緩解具有重要的作用和意義，另外對于心理學從業(yè)人員更加有效的開展考試焦慮團體輔導也是具有極其重要的現(xiàn)實意義。 通過研究得出以下幾方面的結論： （1）考試焦慮與生理喚醒、認知因素困擾之間存在顯著正相關，認知因素與生理喚醒、學習策略缺乏與學業(yè)效能感之間存在顯著正相關；考試焦慮與學習策略缺乏、學業(yè)效能感之間存在顯著性負相關，生理喚醒與學習策略缺乏、學業(yè)效能感之間顯著負相關，認知因素困擾與學習策略缺乏、學業(yè)效能感之間存在顯著負相關。 （2）認知因素、生理喚醒和學習策略對考試焦慮具有顯著的預測作用，考試焦慮對學業(yè)效能感具有顯著的預測作用，但是考試焦慮和學業(yè)效能感對學業(yè)成績并沒有顯著的預測作用。 （3）本研究共得出三類認知性作業(yè)主題，其分別為：認知認識類、情緒宣泄類和技能技巧類。根據(jù)認知性作業(yè)主題對認知性作業(yè)輔導手冊進行修訂，共形成了七個單元的輔導內容。 （4）學生對團體輔導的整體滿意度比較高，主試和助手反饋認為，團體輔導活動取得了比較好的效果。 （5）在考試焦慮水平上，實驗組一、實驗組二與對照組相比考試焦慮水平降低顯著，實驗組一與實驗組二之間并不存在顯著差異；在學業(yè)成績方面，實驗組一、實驗組二與對照組并不存在顯著性差異，實驗組一和實驗組二并不存在顯著性差異。
[Abstract]:Through qualitative research, questionnaires and experiments, this paper explores the relationship between test anxiety and test scores, and the topic of cognitive homework guidance. Revision of cognitive homework guidance manual and cognitive homework guidance manual for high school students' test anxiety. The revision of a more standardized, scientific and instructive group guidance manual for senior high school students, which is not only of great importance and significance for the alleviation of test anxiety among senior high school students, In addition, it is of great practical significance for psychological professionals to develop group counseling for test anxiety more effectively. The conclusions are as follows: (1) there is a significant positive correlation between test anxiety and physiological arousal, cognitive factor disturbance, cognitive factor and physiological arousal. There is a significant positive correlation between learning strategy deficiency and academic efficacy. There is a significant negative correlation between test anxiety and learning strategies, significant negative correlation between academic efficacy, physiological arousal and learning strategies, significant negative correlation between academic efficacy and cognitive factors, and lack of learning strategies. There is a significant negative correlation between academic efficacy. (2) Cognitive factors, physiological arousal and learning strategies had significant predictive effects on test anxiety, and test anxiety had significant predictive effect on academic efficacy. However, test anxiety and academic efficacy have no significant predictive effect on academic achievement. (3) in this study, three types of cognitive activity themes were obtained, which were cognitive cognition, emotional catharsis and skill skills. According to the topic of cognitive homework, the guide manual of cognitive homework is revised, and seven units of guidance are formed. (4) students' overall satisfaction with group tutoring is high. The main test and assistant feedback think that group counseling activities have achieved better results. (5) in the level of test anxiety, the level of test anxiety in experimental group 1 and experimental group 2 was significantly lower than that in control group, but there was no significant difference between experimental group 1 and experimental group 2; In terms of academic achievement, there was no significant difference between experimental group 1, experimental group 2 and control group, but there was no significant difference between experimental group 1 and experimental group 2.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B844.2

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