本研究目的在針對國中生在輔導情境的被看重知覺，以及其對輔導效果之關係進行探討。研究樣本採立意取樣，以台灣地區受輔國中生共303名為研究對象，研究方式為問卷調查法。研究結果發現：在輔導老師的背景變項部分，相關系所在輔導情境的被看重知覺量表得分高於非相關系所，大學程度在輔導情境的被看重知覺量表及輔導效果量表上皆高於研究所程度，年資4-6年及7-9年的輔導教師在這兩個量表上皆高於10年以上者。在受輔國中生部分，兩個量表的研究結果都顯示主動個案得分高於被動個案。在輔導情境的被看重知覺研究結果上，情緒問題及人際問題皆高於家庭問題。在輔導效果的研究結果上，情緒問題及行為問題皆高於家庭問題。而輔導情境的被看重知覺的四個因子：「保護、信任與支持」、「適當引導與反映」、「注意與肯定」及「傾聽」對輔導效果有較高的預測力，顯示在輔導情境中，運用此四個策略能有效增進輔導效果。 / The purpose of this study was to explore the relationship between perceived mattering of junior high students under counseling situation and the counseling effect. This study used purposive sampling. Subjects were 303 Taiwanese junior high students under counseling situation. The way of this survey was questionnaire research method. The results were: in the part of school counselor, the score of perceived mattering under counseling situation scale was higher in the related-graduated department ones than non-related ones. Undergraduate-degree school counselors got higher score in both perceived mattering under counseling situation scale and counseling effect scale then graduate ones. 4-6 year and 7-9 year working-experience school counselors got higher score in both two scales than over 10 year ones. In the part of junior high students under counseling situation, the results of both two scales showed that active clients got higher score in both two scales then passive ones. In perceived mattering under counseling situation scale, clients of emotional problem and interpersonal problem got higher score then clients of family problem. In counseling effect scale, clients of emotional problem and behavior problem got higher score then clients of family problem. In perceived mattering under counseling situation, there were four factors which could highly expect counseling effect. These four factors were: “protection, trust and support”, “properly guidance and response”, “attention and acknowledge” and “listening”. Using these strategies can enhance counseling effect.