本研究之目的有三：(一) 以內容分析法探究幼保實習生之學業情緒及其來源；(二) 統整學業情緒相關理論，建構一個適用於實習情緒的學業情緒模式，並以實徵資料驗證模式之適配度；(三) 探究模式中各變項間之效果。為達成上述之目的，本研究進行兩個子研究。
研究一，以內容分析法分析25位幼保實習生之實習日誌、週誌，彙整出其實習期間之學業情緒類別，並由實習者同儕及教導者同儕驗證，研究結果顯示，幼保實習生之學業情緒計有：快樂、高興、開心、驚喜、安心、自豪、希望、感謝、生氣、困擾、擔心、緊張、害怕、焦慮等十四種情緒。實習者同儕認為教學能力不足為負向情緒之主要來源，而在教導者同儕之評定上，認為幼保實習生正向及負向學業情緒的主要來源為「兒童輔導」專業能力之展現。
研究二，研究者以實習為特定領域，提出一個包含環境支持、趨向精熟目標導向、逃避精熟目標導向、趨向表現目標導向、逃避表現目標導向、學習動機、正向學業情緒、負向學業情緒等八個變項之「幼保實習生學業情緒模式」，並以實徵資料來驗證此一模式。本研究以322位幼保實習生為觀察樣本，採用結構方程模式（Structure Equation Modeling, SEM）來驗證本研究所提出的理論模式與觀察資料之間的適配度情形，及各變項間之關係。模式考驗結果顯示，本研究所提之「幼保實習生學業情緒模式」獲得觀察資料的支持，且整體適配度及內在品質均佳。

The purposes of this study were to: 1) Use a content analysis method to study the academic emotional category and origin for Child Care and Educational Intern. 2) Verify the goodness of fit between empirically observed data and the Academic Emotional Model for Child Care and Educational Intern by the researcher. 3) Analyze the effect between each variable of the model. For these purposes, the whole study was divided into two parts, study I and study II.
In study I, the researcher used a content analysis method to make an analysis of 25 Child Care and Educational Interns with their daily and weekly records. And then, compile the academic emotional category and origin in their practice period. The result were, the Child Care and Educational Interns’ academic emotion including : happiness, delight, joy, surprise, relief, pride, hope, gratefulness, anger, harassment, worry, nervous, afraid, anxiety etc 14 kinds. The practice peers identify they were short of teaching ability. That was the source of negative emotion. The teacher peers identify the ability of counsel was the source of negative and positive emotion from Child Care and Educational Intern.
In study II, the researcher proposed the Academic Emotional Model for Child Care and Educational Intern, which includes 8 components: environmental support, approach mastery goal orientation, approach performance goal orientation, avoidance mastery goal, avoidance performance goal, negative academic emotion, positive academic emotion, learning motive. The data were analyzed via descriptive statistics, structure equation model (SEM) and multi-sample analysis. Then, the researcher verified the goodness of fit of the Academic Emotional Model for Child Care and Educational Intern. The participants included 322 Child Care and Educational Interns. The results indicated that the Model fitted the observed data well, in terms of both the fit of the overall model.

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