This study aims to explore the effects of a guidance course which is designed to improve Secondary One students’capabilities in tackling stress and adapting better to secondary school life. Subjects of this study are Secondary One students from one of the secondary schools in Macao. They were invited to join a guidance course on the topic of“Mastering Stress.” Sixteen students signed in the course and they formed the experimental group whereas other sixteen classmates of theirs were randomly selected from their classes to function as the control group. Tools for measuring the effects of the guidance course included the“Life Events Checklist (LEC)”.Academic results in the school subjects of Chinese, English and Mathematics were also taken as indicators of how well the participants were adjusting themselves to their secondary school life. In addition, the“Teachers’Observatory List" was designed to collect further research data from class-teachers. The guidance course designed in this study consisted of four main cores: awareness of the stress problems, self-assertiveness, stress managing strategies, as well as interpersonal communicative skills. Performance of the participants in each part of the course was evaluated by means of quizzes, worksheets and observation records of the students'participation in the group. Findings of the study revealed that though the experimental group dropped significantly in its stress level as measured by LEC after the experiment, their academic performance did not improve remarkably.Class and age factors were also found influencing the effects of the course. Correlations of different factors were also explored and showed that some of the course cores were positively correlated to students’academicachievements. In the same way, remarkable positive correlation was also detected between teachers' observation and the stress level of the students. Transition to an entirely new school is not an easy task. It involves a lot of stress and efforts to overcome the problems. This study verified that most participants took the guidance course as interesting and challenging. Thus, guidance course may be a good choice for directing assistance to these new-comers of the school.

本研究的主要目的，是希望探討以處理壓力為主題的升中輔導課程，對增加初中一學生適應學校生活的效果。研究對象是澳門一間中學的初中一學生，基於學校要求，以不記名方式進行此研究，故簡稱該校為甲校。學生以自願方式參加共九節的「做壓力的主人」輔導課程，實驗組學生人數共16人，而控制組則以隨機方式，從該校樣本中抽出與實驗組相同人數而組成，此組不作任何輔導課程處理。 實驗之研究工具包括有:「青少年生活壓力問卷(LEC)」、受試者在校內所取得的中文、英文、數學三科學科成績、以及研究者自编的課程單元成績評核表。為了進一步追蹤課程的效果，研究者自编了「班主任觀察評分表」作為研究課程效果的參照工具。資料處理方面，採用了T一考驗及相關分析進行統計，藉此驗證實驗之效果。 本實驗所設計的升中輔導課程，其內容由「認識問題」、「自我肯定」，「壓力處理技巧」和「人際溝通」四個核心所組成，各部份均以單元活動評核工作紙、作業、小組活動參與表現的觀察紀錄等，來評量學生在課程各部份的掌握程度。得分愈高，表示對課程內容掌握愈好。 根據研究結果顯示: 一、在參與輔導課程後，實驗組學生在「LEC」得分出現顯著下降。 二、在完成輔導課程後，實驗組的班A學生在「LEC」得分顯著下降;但實驗組班B學生在「LEC」得分降幅不顯著。 三、在完成輔導課程後，實驗組非適齡學生在「LEC」得分顯著下降，但實驗組適齡學生的「LEC」得分則沒有顯著差異。 四、參與輔導課程後，實驗組學生在「學科成績」之上升沒達顯著水平，而控制組更出現顯著的「學科成績」降幅。 五、「學科成績」與「LEC」之得分沒有顯著相關。 六、 輔導課程得分(掌握程度)與「學科成績」存在顯著正相關。課程中「認識問題」及「壓力處理技巧」兩部份之得分與「學科成績」存在顯著正相關。 七、「班主任觀察評分」與「LEC」得分差異存在顯著正相關。 八、「班主任觀察評分」與「學科成績」得分差異沒有顯著正相關。 據上述研究之結果，輔導課程對於協助初中一學生面對及處理壓力有一定程度之效果。研究者進一步建議把有關的壓力輔導課程或同類的適應課程，撥入初中一年級之班會時間中，俾使所有學生能獲得協助，避免在適應過程中因處理壓力不當而帶來的負面影響。 此外，也可在條件許可下，把本輔導課程的核心發展成更完善的系列式主題課程。由於學生對上述的課程頗為喜愛，因此，建議提倡校內各類小組輔導，並鼓勵教師接受基本之團體輔導技巧訓練，以照顧學生不同的成長需求。