本研究之目的為：（一）了解國中生國文科學習的課業求助行為現況。（二）探討學業情緒與課業求助行為之關係。（三）分析國中生的求助態度在其學業情緒與課業求助行為之間的調節效果。
為完成上述之研究目的，本研究以台南市112學年度在學之國中七年級生為研究對象，抽取舊台南市四所國中與舊台南縣四所國中，共16個班級進行兩波的測量，並以國文科為特定領域。本研究所使用的研究工具包括「學業情緒量表」、「課業求助行為量表」，以及「求助態度量表」。
本研究以結構方程模式來考驗本研究之各項假設，本研究的發現如下：
一、 國中七年級學生在國文科學習上，傾向採取適應性的工具性求助、獨立性避助行為；較不傾向採取不適應性的執行性求助、掩飾性避助與完全不求助行為。
二、 國中生學業情緒能預測其課業求助行為：其中，正向的愉悅、希望情緒能正向預測工具性求助、獨立性避助，負向預測執行性求助、掩飾性避助與完全不求助；負向的無聊、焦慮情緒能正向預測執行性求助、掩飾性避助與完全不求助；負向預測工具性求助行為。此外，無聊情緒會負向預測獨立性避助行為，而焦慮情緒對獨立性避助則無預測效果。
三、 求助態度能調節學業情緒與課業求助行為之關係：
1. 知覺有利學習程度越高，其無聊對工具性求助有較強的負向效果；其焦慮對執行性求助有較強的正向效果。
2. 知覺有利學習程度越低，其無聊對完全不求助有較強的正向效果；其希望情緒對獨立性避助有較強的正向效果。
3. 無聊對獨立性避助之預測關係，以及希望對完全不求助之預測關係，在高知覺有利學習作用下呈現正向預測，在低知覺有利學習作用下呈現負向預測。顯示此預測關係有受知覺有利學習調節之趨勢。
4. 知覺教師威脅與知覺同儕威脅之程度越低，其希望對執行性求助之預測皆有較強的負向效果。
5. 焦慮對獨立性避助之預測關係，在高知覺教師威脅作用下呈現正向預測，在低知覺教師威脅作用下呈現負項預測。顯示此預測關係有受知覺教師威脅調節之趨勢。
6. 知覺同儕威脅程度越低，其焦慮對工具性求助與獨立性避助有較強的負向效果；其焦慮對掩飾性避助則有較強的正向效果。
7. 知覺同儕威脅程度越高，其焦慮對獨立性避助也有較強之正向效果。
本研究根據研究結果進一步討論，並對教師往後的教學輔導以及未來研究方向提供策略或建議。

The purposes of this study were as follows: (a) to realize the current situation of junior high school students' behaviors of seeking help in Chinese classes. (b) to explore the relationship between academic emotions and academic help-seeking behaviors. (c) to analyze the moderating effect of help-seeking attitude on the relation between academic emotions and academic help-seeking behaviors.
To accomplish the above research purposes, this study selected junior high school students who are studying in the 112 academic year in Tainan City as the sample of research participants. In this study, cluster sampling has been conducted in junior high schools. There are a total of 16 classes in eight schools, and a total of about 423 people have been sampled. It took twice to complete the test. The three instruments were adopted in the study, including Academic Emotions Scale, Academic Help-seeking Behavior Scale and Help-seeking Attitude Scale. Latent regression analysis was used to test the hypotheses of this study. And to make suggestions based on the research results to improve the help-seeking behavior of junior high school students in Chinese classes.
The results of this study were summarizes as follows: (a) Seventh-grade junior high school students tend to adopt adaptive help-seeking behavior, like instrumental help-seeking and independent avoidance of help-seeking in Chinese learning. (b) Seventh-grade junior high school students’ academic emotions could predict their academic help-seeking behaviors. (c) In some cases, help-seeking attitudes were the moderating variable between academic emotions and academic help-seeking behaviors.

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