考试焦虑主要是由考试情景引起的紧张不安的情绪体验。一定程度的焦虑有利于个体的工作和学习，但过高的焦虑则会带来消极影响。特别是对于学生群体来说，他们有时无法依靠自己的力量减轻考试情境带来的负面情绪；长期处于焦虑情绪下，不但会影响他们的学习效率和成绩，还会对他们的自信心、人际交往、自尊的发展等方面造成不良影响。初中生群体是考试焦虑的高发群体，目前在这一领域已经有许多的研究与实践，特别是初三学生。而已有研究表明初一年级学生的考试焦虑显著高于小学高年级学生；可见，面临中学的新的学习环境与学习内容，初一年级学生也容易出现考试焦虑。本研究旨在通过团体心理辅导的活动形式，帮助初一年级学生缓解考试焦虑。

本研究通过设计实施基于 ABC 模型下的团体心理辅导方案降低初一年级学生的考试焦虑。研究采用实验组对照组前后测设计，在广东省珠海市某初中，通过 TAS 问卷分数结果以及自愿参加实验接受入组访谈为基本条件选出初一年级学生 16 人作为研究被试。将选出的被试随机平均分配为两组，每组 8 人；对照组参加学校的劳动课程，实验组进行考试焦虑主题的团辅活动；本次实验共进行 9 周，每周一次，每次 60 分钟。实验结束后，每位被试填写相应的问卷及反馈表，收集数据进行分析，得出研究结论如下：

（1）   基于 ABC 模型的考试焦虑团体心理辅导可以有效缓解初一年级学生的考试焦虑水平。

（2）   初一年级学生考试焦虑的检出率较高，低考试焦虑水平占总体的 41.8%，中等程度考试焦虑和高考试焦虑的占比分别为 35.2%和 23%。

（3）   团体心理辅导中，认知中心、情绪中心和行为中心三部分干预方案对降低考试焦虑都有显著效果，其中认知部分的效果最为明显，其次是情绪部分，最后是行为技能部分。

（4）   针对初一年级学生的基于ABC 模型的考试焦虑团体心理辅导中，认同、人际交往（获得）、重塑希望、家庭情境重现和信息传递这五个疗效因子的影响大。

Test anxiety refers to the nervous emotional experience caused by the test situation. A certain degree of anxiety is beneficial to the individual's work and study, but too much anxiety will bring negative effects. In particular, for students who cannot rely on their own ability to alleviate the negative emotions brought tests, long-term anxiety will not only affect their learning and results, but also have a negative impact on their self-confidence, interpersonal communication, self-esteem and other psychological aspects. Junior high school students are the group with high incidence of test anxiety. Research shows that the degree of test anxiety of junior high school students in grade one is significantly higher than that of primary school students in high grades and junior high school students in grade two. It can be thus seen that junior high school students in grade one, faced with the new learning environment and learning content, are more likely to show test anxiety. In this study, a 2*2 experimental design method was adopted to design a group psychological counseling program under the ABC model in order to reduce the test anxiety of junior high school students. Based on the scores of TAS questionnaire and the principle of being voluntary, 16 Grade 1 students from a junior high school in Zhuhai City, Guangdong Province were selected as the research subjects, and randomly assigned to the experimental group and the control group on average. The control group took part in labor courses set by the school while the experimental group received group psychological counseling on test anxiety. The experiment was conducted once a week for 60 minutes for 9 weeks. After the experiment, data were collected for analysis from the corresponding questionnaires or feedback forms filled by each subject, and the research conclusions were drawn as follows:

There is a higher detection rate of test anxiety among junior high school students in grade one. Among 618 subjects, 41.8% has low test anxiety, 35.2% medium test anxiety and 23% high test anxiety.

The group psychological counseling for test anxiety intervention based on ABC model can effectively alleviate the test anxiety level of junior high school students in grade one.

In group psychological counseling, three intervention programs of cognitive center, emotional center and behavior center have a significant effect on reducing test anxiety, among which, the cognitive center has the most obvious effect, followed by the emotional center, and behavior center.

In the group psychological counseling for test anxiety of junior high school students in grade one based on ABC model, the five therapeutic factors of identity, family situation reappearance,interpersonal communication (acquisition), reconstruction of hope and information transmission play a relatively large role.