本研究目的為：（一）探討國中生在不同考試階段下，成功與失敗情境對行動/狀態導向者在考試前情緒上之影響。（二）探討國中生在不同考試階段下，成功與失敗情境對行動/狀態導向者在考試中情緒上之影響。為完成上述目的，本研究將受試者依其人格特質區分為行動導向與狀態導向，採用教學實驗方法，將創造力教學融入八年級的綜合活動課程，藉由受試者在參與創造力測驗上的表現進行成功與失敗情境的操弄，以探討成功/失敗情境與行動/狀態導向特質在考試情緒上的交互作用效果。本研究以102學年度台灣南部地區國二學生共190名為研究對象，並以「行動導向量表」、「考試前情緒量表」、「考試中情緒量表」與「創造力測驗」作為研究工具。此外，本研究將蒐集的資料以三因子混合設計變異數分析（three-way mixed design ANOVA）來考驗研究假設。
　　本研究結果發現如下：
一、在考試前情緒方面：（一）面對失敗情境的狀態導向者在下一次測驗時的愉悅與希望情緒會降低。（二）失敗情境的狀態導向者，其焦慮情緒顯著高於成功情境的狀態導向者。（三）所有受試者在面對失敗情境後，其在下一次考試前的厭煩與無望情緒會上升，此外，面對失敗情境的受試者，其考試前的厭煩與無望情緒亦顯著高於面對成功情境的受試者。
二、在考試中情緒方面：（一）經歷成功情境的狀態導向者，其在第二次考試產生的愉悅與希望的正向情緒會顯著高於經歷失敗情境的狀態導向者；且經歷失敗情境的狀態導向者，其正向情緒「愉悅」會隨時間遞減。（二）面對失敗情境的狀態導向者，其負向情緒得分會顯著增加，而此現象僅限於「無望」類別的負向情緒。
三、本研究亦發現成功/失敗情境在所有考試前與考試中情緒上之主要效果皆達顯著水準，顯示成功或失敗情境對國中生考試情緒影響之重要性。
　　本研究根據研究結果提出建議，以供國中教學、學習輔導與未來研究之參考。

This study aims to explore the positive and negative test emotions of learners, and with reference to action control theory, to further understand the positive and negative emotions experienced by learners during the test process after learners with different personality traits (like action orientation and state orientation) have been through successful and failing learning conditions. The study conducted a three-way mixed design: 2(condition) × 2(personality) × 2(measure stage). A total 190 Grade 8 student participants from a junior high school in southern Taiwan in the 102 school year as the research subjects. The results of study showed that: (1)The state-oriented subjects who have undertaken a success condition have a higher level of the positive emotions of joy and hope produced in the second test than those subjects who are under failure conditions. In addition, the state-orientated subjects experiencing failure conditions would have a decreasing level of the positive emotion of joy. (2)Facing failure, the state-oriented subjects have a significantly higher level of negative emotion, indicating that these subjects would continuously experience negative emotions due to their preoccupation when going through failure conditions which increases their negative emotions. However, it is worth noting that the above phenomenon don't necessarily occur during every negative emotion test process, and is only limited to “hopelessness.” (3)The main effects of the ALL emotions on success/failure conditions have all reached a significant level, indicating that the success/failure condition has a significant impact on the test emotions.

Key words: success/failure condition, action/state orientation, test emotion, positive/negative emotion

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