本硏究的主要目的在探討對國中教師施以認知行爲取向之氣憤情緒管理策略，其立即性及四個月的持續效果如何。本硏究乃以台北縣市60位國中教師爲對象，實驗組、控制組各30人，實驗組接受16單元，共24小時的「氣憤情緒管理訓練」，控制組則不接受任何實驗處理。硏究結果如下：㈠氣憤情緒管理策略，實驗組在後測及追蹤時氣憤程度有顯著下降，但降低程度實驗組與控制組未達顯著差異。㈡氣憤情緒管理策略，在增進自我肯定方面，具有立即性及長期性的效果。氣憤情緒管理策略，能減少非理性信念，但其降低程度實驗組與控制組未達顯著差異。㈣氣憤情緒管理策略，能使歸因方式由内在可控制性改爲外在不可控制性之比率增加，但實驗組改變的百分比未顯著高於控制組。㈤氣憤情緒管理策略，能使當場的因應方式由非建設性改爲建設性因應方式的比率增加，但在立即性效果只有一件事件，長期性效果只有兩件事件，實驗組改變的百分比顯著高於控制組。㈥氣憤情緒管理策略，使實驗組在情緒掌握程度及反應效果上，#立即性及長期性的效果。

The purpose of this study were to examine the immediate and follow up effects of an anger management training program. In this study a teacher’s anger-management training program was performed. 60 teachers from junior high schools in Taipei area were invited to this study.They were assigned into experimental group and control group (30 teachers for each). The experimental group received 16 sessions (total 24 hours.) of the anger-management training program; while the control group did not receive any of the training program. The main findings were as follow: 1. The experimental group showed no significant difference in reducing the anger intensity when compared with the control group. 2. The experimental group revealed significant immediate and long term effects on the improvement of self-assertion. 3. The experimental group showed no significant immediate and long term effects on the reduction of irrational belief when compared with the control group. 4. The experimental group become more evident in adopting controllable attributional style than in uncontrollable one. 5. The experimental group demonstrated higher ratio of change from non-constructive to constructive immediate coping style. 6. The experimental group exhibited significant immediate and long-term effects on degree of emotional management and the coping effect.