考試壓力介入研究之文獻分析

Document Analysis of the Examination Stress Intervention Research in Taiwan

考試壓力在國內向來是重要的議題，學者亦指出輔導學生考試壓力有其必要性，然而國內卻缺乏考試壓力介入之相關研究，儘管已有學者針對考試壓力的介入取向進行分類及說明，但是在過去相關研究多以介紹性為主，且缺乏整理與分析之情況下，教育工作者在介入方法的選擇上仍感到困難，故本研究旨在針對國內考試壓力介入之相關研究進行文獻分析，針對國內不同時期考試壓力相關研究所採行的介入方法進行統整及歸納，並進一步簡要分析之，以提供未來欲進行考試壓力介入輔導之教育工作者在使用介入方法上一參考依據。本研究發現國內考試壓力介入之研究，在介入方法的使用上分為三個階段，前期以認知行為治療及肌肉鬆弛法為主；中期開始嘗試融入其他介入方法；後期則因應社會趨勢，以正念為主要之介入方法。

Examination stress has always been an important issue in Taiwan. Scholars also point out the necessity to counsel student’s stress for examination. . However, there is no relevant research on examination stress intervention in Taiwan. Although scholars have classified and explained the intervention orientation of examination stress, related researches were mostly on introductory level Thus, in the absence of sorting and analysis, educators still have difficulties in choosing intervention methods. Therefore, this study aims to conduct document analysis of related research on examination stress intervention in Taiwan. In order to provide future educators who want to conduct examination stress intervention counseling, this thesis aims to provide them with intervention method as a reference basis. This study finds that the study of examination stress intervention in Taiwan is divided into three stages in the use of intervention methods. The early stage is mainly based on Cognitive Behavioral Therapy and muscle relaxation. The middle stage tries to integrate other intervention methods. The later stage follows social trends and uses Mindfulness as a main intervention method.