本研究之目的有二：（一）分析國中生從事英語科學習時，所經歷的學業情緒之狀態、特質成份比例。（二）驗證本研究建構之學業情緒控制－價值－代價模式與觀察資料的適配度。
為完成前述目的，本研究共進行二個縱貫研究。在研究一中，本研究以臺灣南部直轄市257位國中一年級學生為研究對象，受試者接受學業情緒量表三次的測量，將蒐集的三波觀察資料進行潛在狀態－特質理論（Latent State-Trait theory）分析。在研究二中，本研究以臺灣南部直轄市587位國中一、二年級年級學生為研究對象，受試者接受學業情緒量表、同儕目標結構量表、教師正向領導量表、自我效能分量表、工作價值分量表、代價量表二次的測量，所蒐集的二波觀察資料以SEM進行考驗。本研究發現如下：
一、研究一的結果發現，愉悅、生氣、焦慮、希望、羞愧和無趣獲得單一特質－多狀態－多方法模式（STMSMM）支持，而無望和自豪獲得單一特質－多狀態模式（STMS）支持。如同本研究的假設，八種情緒同時具有特質和狀態成份，但是無望和自豪並無方法特定性，其餘六種情緒具有方法特定性。進一步分析顯示，八種情緒的特質成份皆大於狀態成份；負向情緒的生氣、焦慮、羞愧、無趣和無望的狀態成份比正向情緒的愉悅、希望、和自豪的狀態成份高，即正向情緒的特質成份比負向情緒的特質成份高。
二、研究二的結果顯示本研究所建構的學業情緒控制－價值－代價模式具有良好整體、內在適配度。在模式潛在變項間的效果方面，環境變項能正向預測評估變項；在潛在變項之交互效果關係方面，學生的希望、自豪與自我效能具有正向交互效果關係；學生的焦慮、希望、無望、無趣與價值具有交互效果關係；學生的生氣、焦慮、羞愧、無望與代價-自尊具有交互效果關係；學生的生氣、焦慮、羞愧、無望、無趣與代價-情緒具有交互效果關係。在學業情緒對環境變項的預測效果方面，學生先前的愉悅、希望、自豪可以正向預測其後的教師正向領導；學生先前的希望、自豪可以正向預測其後的同儕精熟目標，學生先前的無望、無趣負向預測其後的同儕精熟目標；學生先前的生氣、焦慮、羞愧、無望、無趣可以正向預測其後的同儕表現目標、負向預測其後的教師正向領導。研究結果部分支持本研究之假設，環境變項影響評估變項，再影響學業情緒，學業情緒會回饋影響評估變項自我效能、價值、代價及環境變項。
本研究根據研究結果提出建議，以提供國中教學現場及未來研究之參考。

The purposes of the present research were to: (1) analyze the percentages of state and trait of junior high school students’ academic emotions when they learn English in English class. (2) construct the academic emotions control-value-cost model and verify with an empirical model-fitting analysis. There were two longitudinal studies in this research. In study 1, data collected from a longitudinal study with 7th grade junior high school students ( N = 257) were used to analyze the latent state-trait of academic emotions. In study 2, data collected from a longitudinal study with 7th and 8th grade junior high school students ( N = 587) were used to verify the academic emotions control-value-cost model. The present study applied structural equation modeling to analyze the data by using LISREL 8.80 and SPSS for Windows 23.0. The results of the present study were summarized as below: (1) Academic Emotions: enjoyment, anger, anxiety, hope, shame, and boredom fitted STMSMM, and hopelessness and pride fitted STMS. These eight academic emotions all included trait and state. Also, the results showed that there was no method influence in the measurement of hopelessness and pride, and there was method influence in the other six academic emotions. (2) The academic emotions control-value-cost model fitted the data very well. The results showed that the environmental variables can positively predict the appraisal variables, there had been reciprocal relations between academic emotions and appraisal variables, and the previous academic emotions can predict their subsequent environmental variables.

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