背景與目的：因應升學入學多元化，學生們從小到大面臨大小測驗、檢定與證照考試，面對父母與自我的期待落差，壓力的累積逐漸形成考試焦慮。過去許多文獻證實心像引導可引導專注於令人感覺快樂的心像以取代負面或壓力感，幫助情緒的放鬆以及降低焦慮感，但國內使用生理儀器檢測效果之量化研究並不多。故本研究旨在探討心像引導對考試焦慮的影響。 材料與方法：研究採類實驗型單組前後測方法，使用考試焦慮量表與心律變異檢測儀(HRV)作為測量工具。參與研究者共36名，為同科系、同班，平均年齡21歲之大學生。於每週同一時段、同地點，進行八週心像引導課程介入，在研究開始前與結束後予以填寫考試焦慮量表，並在第一、四、八週進行心律變異檢測，收集參與者全程之數據，進行統計分析。 結果：經由心像引導課程之介入後，參與者在考試焦慮量表中的認知與情緒分量表及總量表分數前後測之平均值，達統計上之顯著。心律變異三次檢測與整體之前後測比較，在LF/HF指標上顯著下降，而HFP指標則顯著上升。 結論：考試焦慮量表總體全量表結果及生理數據的呈現反應，心像引導課程介入對於考試焦慮的調節有正面的影響。，亦即透過心像引導的言語暗示，可讓參與者的身心放鬆並達到情緒的緩解，其效果也反應在焦慮量表之情緒分量表上。此方法不需任何工具，應可擴大推廣運用於不同學習階段學生，藉此可舒緩課業壓力，提升其學習效率。 Background and purpose: In response to the diversification of admissions, students have faced quizzes, verifications, and certification exams since childhood, and tormented with expectation between parents and their selves. The accumulating stress then gradually induces test anxiety. Several literatures have confirmed that guided imagery are able to relieve negative emotion or stress and heipful to emotional relaxation and reducing anxiety. However, rare quantitative studies were found on the effects of guided imagery by using physiological analysis in Taiwan. The purpose of this study is to explore the effects of guided imagery on test anxiety by heart rate variability and the test anxiety scale questionnaire. Materials and Methods: The study used a type single-group trial with pre-post tests, using the test anxiety scale and heart rate variability (HRV) detectors as measurement tools. Totally, 36 college students were recruited, who were in the same department and class, with an average age of 21 years old. At the same time and the same place every week, the eight-week guided imagery courses were intervened. The test anxiety scales were filled out by the subjects before and after the study, and the heart rate variability tests were performed in the first, fourth and eighth weeks to collect the participants' data for statistical analysis. Results: A fter the intervention of the guided imagery courses, the participants' average values of the scores of the cognitive and emotional subscales as well as the total scores in the test anxiety scale reached statistical significance. The results for the pre-post tests of heart rate variability revealing a significant decrease in LF / HF and a significant increase in HFP. Conclusion: The overall-score of the test anxiety scale and the physiological data in heart rate variability indicated that the intervention of guided imagery curriculum revealed a positive effect on relieving test anxiety. In other words, the guided imagery can relax the body and mind of the participants and achieve emotional relief. The effect of emotional relief also exhibited in the emotional component of test anxiety scales This method requires no tools and is thus suggested be applied to promote learning efficiency of students in different stages via-alleviating the pressure from the tests.
