在现代社会竞争加剧的背景下，优异的考试成绩已成为学生进入高质量高等教育机构和获得良好职业机会的关键。考试成为学生面临的主要心理压力源，对他们的身心健康产生不良影响。因此，本研究的目的是探讨影响中国高校学生考试焦虑的关键因素，并基于有效因素开发降低考试焦虑的有效解决方案，同时验证该方案的有效性。本研究以评价焦虑的自我调节理论为基础，共分为三个研究。首先，研究一通过方便抽样调查了214名中国高校学生，探讨了元认知信念及其五个子维度与考试焦虑之间的关系，并与国际研究进行了对比。研究结果显示，“担忧的无法掌控/危险”和“掌控想法的需要”两个子维度在不同文化背景下对考试焦虑的影响存在显著差异，这揭示了文化因素对考试焦虑的影响。这些发现为理解考试焦虑的跨文化特性提供了新视角，并为制定有效的干预策略提供了重要依据。根据研究一的结果，研究二针对显著正向预测考试焦虑的元认知信念的两个子维度——“担忧的无法掌控/危险”和“掌控想法的需要”——开发了一套降低考试焦虑的焦点解决取向的团体辅导方案。在某高校心理中心招募6名学生进行了预实施。结果显示，参与者在考试焦虑、担忧无法掌控/危险和掌控想法的需求上的得分均显著降低。研究三在研究二的基础上扩大样本规模至32名学生，通过随机分配形成实验组和对照组，进行了6周的线下团体辅导及3次测评（前测、后测和3个月追踪测）。结果显示，与对照组相比，实验组在考试焦虑、担忧的无法掌控/危险和掌控想法的需要上均显著下降，并在3个月追踪测验中显示出持久效果。质性分析揭示，团体辅导的效果包括降低考试焦虑、改善元认知信念、深化问题认识、提升应对策略、增强团队合作和个人成长这六个方面，其中，实现个人成长中的积极情绪占比达到11.19%。团体辅导的起效因素主要包括团体影响、领导者影响、同伴影响及团体设置这四个方面，其中，团体影响中的团体凝聚力占比高达22.14%。综上，本研究深化了对中国高校学生考试焦虑心理机制的理解，拓展了评价焦虑自我调节理论在不同文化背景下的适用性，并为高校帮助学生的应对考试焦虑提供了有效的干预方案，具有重要的理论与实践价值。
In the context of increasing competition in modern society, excellent exam results have become crucial for students to access quality higher education institutions and secure good job opportunities. Exams have become a significant source of psychological stress for students, adversely affecting their mental and physical health. Therefore, the purpose of this study is to explore the key factors affecting exam anxiety among university students in China, to develop effective solutions to reduce exam anxiety based on these factors, and to verify the effectiveness of these solutions.This study is based on the self-regulative model for evaluation anxiety，and is divided into three parts. Firstly, Study One conducted a convenience sampling survey of 214 Chinese university students to explore the relationship between metacognitive beliefs and their five subdimensions with test anxiety, comparing these findings internationally. The results revealed significant differences in the impact of the subdimensions "worry about uncontrollability/danger" and "need to control thoughts" on test anxiety across different cultural contexts, highlighting the influence of cultural factors on test anxiety. These findings offer new perspectives on understanding the cross-cultural characteristics of test anxiety and provide crucial bases for developing effective intervention strategies.Based on the findings of Study One, Study Two developed a group counseling program aimed at reducing test anxiety, focusing on the two metacognitive subdimensions that significantly predicted test anxiety: "worry about uncontrollability/danger" and "need to control thoughts." This program was preliminarily implemented with six students recruited from a university psychological center. The results showed that participants significantly reduced their scores on test anxiety, worry about uncontrollability/danger, and need to control thoughts.Further, Study Three expanded the sample size to 32 students and, based on Study Two, formed experimental and control groups through random assignment. In the study, group counseling was accompanied by three assessments: a pre-test, a post-test, and a follow-up three months later. The findings demonstrated that the experimental group, in contrast to the control group, experienced a significant decrease in test anxiety, worry about uncontrollability/danger, and need to control thoughts, with enduring effects evident in the three-month follow-up. Qualitative analysis revealed that the group counseling effectively reduced test anxiety, improved metacognitive beliefs, deepened problem understanding, enhanced coping strategies, strengthened team cooperation, and facilitated personal growth, with the proportion of positive emotions in personal growth reaching 11.19%. The effective factors of group counseling included group influence, leader influence, peer influence, and group settings, with group cohesion accounting for 22.14% of group effects.In summary, this study deepens the understanding of the psychological mechanisms of exam anxiety among university students in China, expands the applicability of the self-regulation theory of evaluation anxiety in different cultural contexts, and provides effective intervention schemes for universities to help students cope with exam anxiety, which has significant theoretical and practical value.
