【摘要】：本文通過(guò)質(zhì)性研究、問(wèn)卷調(diào)查和實(shí)驗(yàn)的方法，探討研究了考試焦慮與考試成績(jī)之間的關(guān)系、認(rèn)知性作業(yè)輔導(dǎo)的主題、修訂認(rèn)知性作業(yè)輔導(dǎo)手冊(cè)以及認(rèn)知性作業(yè)輔導(dǎo)手冊(cè)對(duì)高三學(xué)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(xué)和指導(dǎo)性較強(qiáng)的考試焦慮團(tuán)體輔導(dǎo)手冊(cè)，，這不僅對(duì)于高三學(xué)生考試焦慮的緩解具有重要的作用和意義，另外對(duì)于心理學(xué)從業(yè)人員更加有效的開展考試焦慮團(tuán)體輔導(dǎo)也是具有極其重要的現(xiàn)實(shí)意義。 通過(guò)研究得出以下幾方面的結(jié)論： （1）考試焦慮與生理喚醒、認(rèn)知因素困擾之間存在顯著正相關(guān)，認(rèn)知因素與生理喚醒、學(xué)習(xí)策略缺乏與學(xué)業(yè)效能感之間存在顯著正相關(guān)；考試焦慮與學(xué)習(xí)策略缺乏、學(xué)業(yè)效能感之間存在顯著性負(fù)相關(guān)，生理喚醒與學(xué)習(xí)策略缺乏、學(xué)業(yè)效能感之間顯著負(fù)相關(guān)，認(rèn)知因素困擾與學(xué)習(xí)策略缺乏、學(xué)業(yè)效能感之間存在顯著負(fù)相關(guān)。 （2）認(rèn)知因素、生理喚醒和學(xué)習(xí)策略對(duì)考試焦慮具有顯著的預(yù)測(cè)作用，考試焦慮對(duì)學(xué)業(yè)效能感具有顯著的預(yù)測(cè)作用，但是考試焦慮和學(xué)業(yè)效能感對(duì)學(xué)業(yè)成績(jī)并沒有顯著的預(yù)測(cè)作用。 （3）本研究共得出三類認(rèn)知性作業(yè)主題，其分別為：認(rèn)知認(rèn)識(shí)類、情緒宣泄類和技能技巧類。根據(jù)認(rèn)知性作業(yè)主題對(duì)認(rèn)知性作業(yè)輔導(dǎo)手冊(cè)進(jìn)行修訂，共形成了七個(gè)單元的輔導(dǎo)內(nèi)容。 （4）學(xué)生對(duì)團(tuán)體輔導(dǎo)的整體滿意度比較高，主試和助手反饋認(rèn)為，團(tuán)體輔導(dǎo)活動(dòng)取得了比較好的效果。 （5）在考試焦慮水平上，實(shí)驗(yàn)組一、實(shí)驗(yàn)組二與對(duì)照組相比考試焦慮水平降低顯著，實(shí)驗(yàn)組一與實(shí)驗(yàn)組二之間并不存在顯著差異；在學(xué)業(yè)成績(jī)方面，實(shí)驗(yàn)組一、實(shí)驗(yàn)組二與對(duì)照組并不存在顯著性差異，實(shí)驗(yàn)組一和實(shí)驗(yàn)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(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.2

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