本研究從考試歷程，分別探索試前準備期的預期焦慮與考試當下的臨場焦慮對於考試成績表現失常的影響。考試成績表現失常係指考試成績低於平時成績水準的程度，在本研究中以高中正式學測成績與模擬學測成績的差距來測量。研究樣本為459名高中三年級學生，受試者於學測前一個月，填寫「試前準備期焦慮量表」，並於學測結束後，填寫「考試當下焦慮量表」。研究發現，高中學生的試前情緒性與試前憂慮會直接增加臨場焦慮；臨場焦慮會直接增加考試成績表現失常的程度，而試前憂慮則會直接降低考試成績表現失常的程度。分析各科考試成績表現失常發現，國文科與試前情緒性、試前憂慮呈顯著負相關；數學科則與臨場焦慮呈顯著正相關。另外，本研究所建構的「考試焦慮影響考試成績表現失常」模式與觀察資料的適配度相當理想。最後針對上述結果進行討論與建議。

Through studying the examination process, this study explored the influence of anticipatory anxiety in the pre-exam phase and confrontation anxiety in the exam phase on under-performance in exams. Under-performance is regarded as the degree of test scores obtained that are below normal baseline, as measured by the differences between formal and simulated College Entrance Examination scores in this study. A total of 459 third year high school students completed the Exam Preparation Anxiety Scale one month before the College Entrance Exam and the On-exam Anxiety Scale immediately after the exam. The findings revealed that pre-exam emotionality and pre-exam worry directly increased confrontation anxiety. Confrontation anxiety directly increased test score under-performance; however, pre-exam worry directly decreased test score under-performance. Further analyses were conducted between test score under-performance of each participant and test anxiety. The test score under-performance of Chinese language was negatively correlated with pre-exam emotionality and pre-exam worry, while that of Math was positively correlated with confrontation anxiety. Furthermore, the fitness between the “Test Anxiety and Test Score Under-Performance Model” and observed data was satisfactory. Implications for educational guidance and future studies are discussed.