中文摘要：

目的通过探讨某校人格特征、考试焦虑以及两者之间的相关性，进一步明确考试焦虑的内在影响因素，为考试前焦虑的心理干预提供帮助。方法：将温州市某校共172名学生作为研究对象在考试前2周进行Sarason考试焦虑量表（TAS）和艾森克人格问卷（EPQ）测评，结果进行统计学分析。结果：按照TAS评分≥20分为重度考试焦虑的标准，其重度考试焦虑平均发生率为52．56％；被试整体考试焦虑水平偏高，考试焦虑水平性别间无显著性差异；内外向E、和精神质两个维度的性别间差异显著；不同焦虑程度（低、中、高）学生EPQ的N量表分数差异具有显著性差异，TAS总分与N量表分数呈正相关。结论：应在考试前对N量表分较高、情绪不稳定的学生进行针对性的心理干预，针对不同人格特点学生的采用不同的缓解考试焦虑的方法。

英文摘要：

Objective Discussing the personality characteristics, test anxiety, and the correlation between the two of the A shool, the study clarify the intrinsic factors of test anxiety, and help the to enhance psychological intervention to anxiety before the exam.Methods A total of 172 students of A school in Wenzhou City as research subjects who took Sarason Test Anxiety Scale （TAS） and the Eysenck Personality Questionnaire （EPQ） evaluation 2 weeks before the exam.The results were statistically analyzed.Results TAS score 〉 20 points in accordance with severe test anxiety standards, the average incidence of severe test anxiety was 32.56%; All tested students are overall high levels of test anxiety.Test anxiety was no significant difference between gender. Internal and external to the E and psychoticism between the two dimensions of gende were difference significant r; different level of anxiety （low, medium, high） N-EPQ scores of students with significant difference.It was positively correlated between TAS total score and the N scale scores. Conclusion Before the examination, high levels on the N scale score and emotional instability students should be given psychological intervention targeted.There should be used different methods of mitigation for students of different personality characteristics of test anxiety.