本研究的目的為：（一）探討國中生學業情緒之多樣性。（二）考驗國中生學業情緒與學業成就之關係。（三）分析學習動機在學業情緒和學業成就間之中介效果。（四）分析學習策略在學業情緒和學業成就間之中介效果。（五）分析認知資源在學業情緒和學業成就間之中介效果。（六）探討學業成就對學業情緒之回饋作用。為完成上述之研究目的，本研究以786名國中生為研究對象。研究工具包括研究者自編的學業情緒量表、學習動機量表、學習策略量表與認知資源量表。本研究蒐集之資料以多元迴歸分析和階層迴歸分析來考驗各項假設。
本研究之發現如下：
一、國中生的學業情緒非常多樣化，包括享受、自豪、放鬆、焦慮、氣憤、羞愧、無聊和無助情緒。
二、國中生的學業情緒能聯合預測其學業成就。其中，自豪與放鬆情緒對學業成就有正向效果；焦慮與無助情緒對學業成就有負向效果。
三、國中生的學業情緒對其學業成就具直接效果，並透過其學習動機對學業成就產生間接效果。
四、國中生的學業情緒對其學業成就具直接效果，並透過其學習策略對學業成就產生間接效果。
五、國中生的學業情緒對其學業成就具直接效果，並透過其認知資源對學業成就產生間接效果。
六、國中生的學業成就對其學業情緒有回饋效果。其中，學業成就對享受、自豪與放鬆有正向回饋效果；學業成就對焦慮、無聊與無助有負向回饋效果。

本研究根據研究結果進行討論並提出教學、學習輔導及未來研究上的建議。

The purposes of this study were to : (a) investigate diversity of junior high school students’ academic emotion, (b) examine the relationship of academic emotions and academic achievement, (c) analyze the effects of mediator on learning motivation between academic emotions and academic achievement, (d) analyze the effects of mediator on learning strategies between academic emotions and academic achievement, (e) analyze the effects of mediator on cognitive resources between academic emotions and academic achievement, (f) explore the reciprocal linkage between academic achievement and academic emotions. The participants were 786 junior high school students. The instruments designed by researcher used in this study include: Academic Emotions Scale, Learning Motivation Scale, Learning Strategies Scale and Cognitive Resources Scale. The statistical methods used to analyze the data were multiple regression analysis and hierarchical regression analysis.

The conclusions of this study were summarized as follows: (a) junior high school students’ academic emotions were diversified and included enjoyment, pride, relief, anxiety, anger, shame, boredom and helplessness, (b) most of academic emotions could be used to predict academic achievement – pride and relief could be used to positively predict academic achievement, however, anxiety and helplessness could be used to negatively predict academic achievement, (c) junior high school students’ learning motivation was the mediator between academic emotions and academic achievement, (d) junior high school students’ learning strategies were the mediator between academic emotions and academic achievement, (e) junior high school students’ cognitive resources were the mediator between academic emotions and academic achievement, (f) there was a reciprocal linkage between academic achievement and academic emotions – academic achievement could give positive feedback to emotions of enjoyment, pride and relief, and give negative feedback to emotions of anxiety, boredom and helplessness.

Based on the findings in this research, suggestions for junior high school instruction, learning guidance and further studies are proposed.

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