過度的考試焦慮會使學生無法集中注意力，從而影響表現。近來研究發現，點偵測訓練可以有效 降低考試焦慮，但這些研究通常缺乏本土化和生態環境中的應用實證。本研究設計了一款使用中 文考試相關字詞作為刺激物的 APP 訓練程式，允許學生遠距進行點偵測訓練。實驗在學生的兩次 期考之間，為期六週，每週三次，每次十分鐘。在訓練前後，我們測量受試者的情境與特質焦慮 量表及情緒調節量表的得分，並在第一次和第二次期中考前五天測量生理指標。本研究共招募了 13 名高中生，其中 12 名完成了訓練。成對 t 檢定結果顯示，點偵測訓練降低了受試者的情境和特 質焦慮，促進了情緒調節能力，且部分降低生理激發。然而，本研究未發現注意力偏誤改善的明 顯效果。由於缺乏對照組，本研究結果尚無法確認訓練的成功性。建議未來研究應擴大樣本並加 入對照組，以增強統計效力，同時也能提供更可靠的基礎來評估點偵測訓練對考試焦慮的實際效 果，從而更有效地確認研究假設的正確性。此外，若能調整生理指標的收集時間，可能更有效地 掌握考試焦慮引發的生理變化。本研究是臺灣首次探討使用遠距行動裝置進行點偵測訓練對降低 高中生考試焦慮的影響，除提供實證建議，也為臺灣注意力偏誤修正研究奠定了基礎。

Test anxiety refers to a specific anxious response experienced by individuals during examinations, evaluations, or competitions. Epidemiological data on test anxiety in Taiwanese students remain limited. However, globally, the prevalence of test anxiety across educational stages ranges from 15% to 25%. The severity of test anxiety increases with age, peaking during high school and junior high school years. Excessive test anxiety in adolescents results in academic underperformance and poor learning outcomes. In addition, test anxiety leads to cognitive problems, such as negative self-evaluation and apprehension of underachievement and low self-esteem; physiological problems, such as accelerated heart rate, rapid breathing, and increased blood pressure; and behavioral problems, such as nail-biting or looking around nervously. Although test anxiety is common among students, excessive anxiety can reduce their ability to perform effectively in tests, thereby affecting their academic achievement. Moreover, excessive test anxiety can reduce students’ social functioning and overall well-being. The aforementioned effects of test anxiety are mediated through reduced concentration. Attentional bias refers to individuals’ tendency to disproportionately focus on highly threatening stimuli during information processing. Empirical studies have demonstrated that individuals with high levels of anxiety are more likely to focus on high-threat stimuli. Dot probe task (DPT), a form of attention bias modification (ABM) training, helps reduce attentional bias by training individuals to shift their focus away from high-threat stimuli. This task frees cognitive resources from threatening stimuli, thereby promoting emotional regulation and reducing test anxiety in students. However, the therapeutic effects of ABM remain inconclusive. Moreover, multiple gaps remain in the literature on the effectiveness of DPT in alleviating students’ test anxiety. First, the effectiveness of DPT is influenced by the intervention location—school or home (remote). Thus, further empirical research is needed before the widespread application of DPT. Second, whether informal academic tests genuinely elicit test anxiety–related emotions in students remains unclear. Third, test anxiety has been mainly using self-report questionnaires; very few studies have included diverse physiological indicators. Finally, most studies have implemented computer-based DPT programs; computers are less accessible than mobiles. The effectiveness of mobile-based DPT programs remain to be evaluated. Nevertheless, compared to conventional psychological treatments, computerized and online ABM therapy offers a relatively cost-effective option, making it worthy of further investigation. In this study, we developed a mobile-based DPT program for Taiwanese students. This program was developed using test anxiety–related words as culturally relevant stimuli. It lasted for 6 consecutive weeks. A total of 18 DPT sessions (each lasting 10 min) were conducted between two mid-term tests; the sessions were held thrice a week (Monday, Wednesday, and Friday). Students’ daily academic tests were integrated into the program to closely simulate real-life test scenarios. Their heart rate, heart

點偵測訓練、考試焦慮、青少年

dot probe task, test anxiety, adolescent