本研究旨在建置中學生考試壓力團體輔導方案，並檢視此方案對於考試壓力較大之九年級學生有無效果，期望以此供未來國中端對於學生考試壓力輔導之參考。本研究屬於質量並行的平行混合研究設計，在研究程序上，先以「中學生考試壓力量表」測量臺北市某所公立國中九年級學生之考試壓力，再依測驗結果，召募考試壓力較大之學生25名，組成四個團體，各進行六次團體。本研究於團體結束後，再次進行中學生考試壓力量表之測量，檢驗參與團體的學生，考試壓力是否降低。同時，本研究也以學生訪談資料之質性分析，檢視參加團體對學生來說，有何助益。研究發現，進行六次之團體，對九年級學生來說，能夠顯著降低其考試壓力。從質性資料中也發現，成員參與團體後，其益處為「生理焦慮舒緩」、「情感支持抒發」、「認知信念轉變」及「日常行動落實」。本研究將以中學生考試壓力團體方案之成效，以及學校應用之模式進行討論，以提供學校心理學在理論上及實務上之建議。

For adolescents, examination stress is a widespread and universal phenomenon, and how to alleviate Examination Stress is also an important issue. The purpose of this present study is two-fold: based on the Examination Stress Framework, to set up group counseling sessions to help junior high school students alleviate examination stress, and to inspect whether the group counseling sessions are effective for ninth-grade students who experiencing high levels of examination stress. The parallel mixed method research design was used in this present study, by conducting both quantitative and qualitative methods. In regard to the quantitative method, we used the single-group-pretest-posttest design. The Examination Stress Scale (ExamSS) was used to measure the level of examination stress of ninth graders at a public junior high school in Taipei. According to the results, we then recruited 25 students experiencing high examination stress, and divided these students into four counseling groups. Each group underwent six counseling group sessions, after which the ExamSS was re-administered in order to determine whether there had been any decline in levels of examination stress. In regard to the qualitative method, in the other hand, we also interviewed six students after the counseling group sessions, to conduct qualitative content analysis to explore the possible benefits of the group counseling sessions. The quantitative result indicates that there is a significant reduction in levels of examination stress after the six counseling sessions. The qualitative result also indicates that benefits of group counseling sessions may be classified into ＂mitigation of physiological anxiety＂, ＂emotional release＂, ＂change of perspective＂, and ＂learning how to deal with stress and other problems＂. On the basis of these results, the present study provides theory- and practice-based recommendations about the group counseling sessions for examination stress, hoping that educational policy can be used to provide counselling programs in schools where it is needed so as to effectively reduce examination stress among adolescents.