本研究旨在瞭解國中專輔教師於輔導自我效能、情緒調節策略與職業倦怠上的現況。研究對象主要為全臺國中專輔教師，採用問卷調查法，共收回215份有效問卷。本研究採用之研究問卷為許憶雯（2010）編訂的「國中輔導人員輔導自我效能量表」、汪曼穎等人（2010）翻譯的「情緒調調控問卷」以及劉淑慧（1987）編訂的「工作感受量表」做為研究工具。研究資料進行描述性統計、單因子多變量分析、皮爾森積差相關與中介分析研究結果。
研究發現國中專輔教師輔導自我效能感屬於中上程度；情緒調節策略傾向使用重新評估；職業倦怠感屬於中下偏中程度。而不同年齡、婚姻狀態之國中專輔教師於輔導自我效能、情緒調節策略及職業倦怠皆有顯著差異。不同學歷之國中專輔教師於輔導自我效能、重新評估與職業倦怠有顯著差異。專輔年資「滿1—3年」之國中專輔教師的輔導自我效能顯著低於專輔年資「滿7－9年」之國中專輔教師。而校內專輔人數1人之國中專輔教師於「輔導網絡資源運用之效能」上顯著高於校內專輔人數2人之國中專輔教師。此外，國中專輔教師的輔導自我效能與情緒調節策略有部分顯著正相關；輔導自我效能與職業倦怠為顯著負相關；情緒調節策略與職業倦怠有部分顯著負相關，且國中專輔教師之輔導自我效能會透過重新評估影響職業倦怠。
本研究之研究發現與結果歸納整理，並提出建議，以供參考。

The purpose of this study is to understand the relationship between counseling selfefficacy, emotion regulation strategies and job burnout of school guidance counselor in junior high school. The subjects of the study were mainly junior high school counselors in Taiwan. A total of 215 valid questionnaires were collected by means of a questionnaire survey. The research questionnaires used in this study including background items, “Counseling Self-efficacy Scale for Middle School Counselors,” “Emotion Regulation Scale,” and “Work Feeling Scale.” The data was analyzed by descriptive statistics, oneway MANOVA, Pearson’s correlation and Bootstrapping.
The research found the following: The counseling self-efficacy of school guidance
counselor in junior high school belongs to the middle-to-upper level; the emotion
regulation strategies tend to use reappraisal; and the job burnout belongs to the middlelower to medium-level. There are significant differences in counseling self-efficacy, emotion regulation strategies and job burnout among school guidance counselor in junior high school of different ages and marital status. There are significant differences in counseling self-efficacy, reappraisal and job burnout among school guidance counselor in junior high school with different educational backgrounds. The counseling selfefficacy of school guidance counselor in junior high school with “full 1-3 years” of counseling experience is significantly lower than that of school guidance counselor in junior high school with “full 7-9 years” of counseling experience. The “Effectiveness of Counseling Network Resource Utilization” is significantly higher for the school guidance counselor in junior high school with 1 on-campus school guidance counselor than the school guidance counselor in junior high school with 2 on-campus school guidance counselors. There is a significant positive correlation between the counseling self-efficacy and emotion regulation strategies of school guidance counselor in junior high school; there is a significant negative correlation between counseling self-efficacy and job burnout; emotional regulation strategies are partly significantly negatively correlated with job burnout. The counseling self-efficacy will affect job burnout through reappraisal of school guidance counselor in junior high school.
In Conclusion, according to the results above, some suggestions were made respectively for school guidance counselor in junior high school, related educational authorities, and further research.

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