（二）寬大的偏差（error of leniency）

三、申論題（共 1 題，共計 30 分）學者 Pourtaleb 等人（Educational Psychology in Practice, 34: 386–396, 2018）主張可以採用整合訓練方案（Integrated Training Programme, ITP），來降低學生考試焦慮。請依據下列文獻陳述與情境，擬定一個「可行」的實驗設計，來檢視 ITP 是否能有效地降低國中學生考試焦慮，並說明研究問題與假設、研究設計（包含研究對象、抽樣方法、實驗規劃、測量工具、統計方法等），與預期結果。 Test anxiety is one of the most pressing educational issues affecting students across the world(Yeo, Goh, & Liem, 2016). This problem is a relatively stable trait that is associated with performance evaluation in several test-related situations, such as school exams and IQ tests(Lang & Lang, 2010). Test anxiety is subsumed under severe anxieties and can contribute to avoidance behaviors. ……. In sum, cumulative evidence has indicated an increasing trend of test anxiety, which has resulted in the rates of underachievement being raised in students(Baghaei & Cassady, 2014). Gender differences have also been observed in several studies, with the prevalence rate being particularly highest in girls(Baghaei & Cassady, 2014). Few studies have evaluated the role of parents’ perfectionism(Affrunti et al., 2015), and mothers’ perfectionism(Samiei Sarkhanlou et al., 2015) on children’s anxiety. …… In other words, the mediating effect of perfectionism on the treatment function of test anxiety has been documented, leading to the assumption that parents’ perfectionism has, in some way, interfered with the treatment function of test anxiety. Behavioral methods, such as relaxation and systematic desensitization, have been utilized in initial studies on test anxiety. Given that test anxiety involves cognition, emotion, and affection, and contains biological and physiological elements, it seems legitimate to conduct integrated training methods for treatments of test anxiety.

題組內容

（二）寬大的偏差（error of leniency）

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