[摘要] 本研究通過對502名高中生實施考試焦慮量表（TAS）和田納西自我概念問卷，系統探討了高中生考試焦慮與自我概念的關系。結果顯示：高中生考試焦慮在性別上存在顯著差異，在年級和學校類型上不存在顯著差異，年級和學校類型兩者存在顯著交互作用。高中生自我概念水平在性別和學校類型上存在顯著差異，在年級上不存在顯著差異。考試焦慮與自我概念存在顯著負相關，不同水平自我概念的高中生其考試焦慮存在顯著差異，即自我概念水平越高，考試焦慮越低。

[關鍵字]  考試焦慮；自我概念；高中生

[Abstract] This paper systematically discusses the connection between test anxiety and self-concept, by testing 502 high school students, using the Test Anxiety Scale and the Tennessee Self Concept Questionnaire. The results show that there are significant gender differences in high school students’ test anxiety, and there aren’t any significant differences in level of grades or school types, though the two levels indeed interact with each other. The results also show that there are significant differences in level of gender and school types in self-concept, but the differences don’t exist in the level of grades. Besides, the statistics tell that test anxiety and self-concept are significantly negatively correlated. Also, students with different levels of self-concept differ significantly in test anxiety, that is the higher self-concept a student has, the less anxiety will he have in tests.

[Key words] test anxiety；self-concept；high school students

　　目前，多數研究者認為，自我概念是個人對自己所有方面的主觀知覺，是一個多維度、多層次的有組織的結構，具有評價性且可以與他人分別開來，具有穩定性和可變性。目前為止，有關自我概念理論模型影響層面更加廣泛的是Shavelson(1976)提出的多維度層次理論模型。目前的研究主要集中在考試焦慮和自我概念的現狀，亦有文獻表明考試焦慮和自我概念存在相關關系，但主要是在考試焦慮與學業自我概念的關系，并沒有具體探討考試焦慮與自我概念的其他具體維度（非學業自我概念）有何關系。

本研究旨在全面了解所取樣范圍內高中生考試焦慮與自我概念的現狀，并且深入探討二者的關系，驗證、補充已有研究。本研究希望在調查分析的基礎上，提出針對性建議，以期對改善考試焦慮現象有所幫助。