本研究試圖驗證Pekrun以學業情緒為核心所提出的兩個理論：一是控制-價值理論，認為環境目標結構會透過認知評估的中介對學業情緒產生間接效果；另一個則是認知-動機模式，認為學業情緒會透過訊息處理、自我調整、認知資源及動機涉入四種認知/動機機制間接影響學業成就。故本研究的主要目的有四：（一）分析本研究自編的學業情緒量表是否具有理想的信、效度。（二）考驗控制-價值中介模式的適配度。（三）檢驗認知-動機中介模式的適配度。（四）驗證本研究整合控制-價值中介模式與認知-動機中介模式所建構的學業情緒歷程模式與觀察資料之適配度。為完成研究目的，本研究首先採潛在狀態-特質理論來分析本研究所編製的學業情緒量表的信度，並採用二階驗證性因素分析來考驗該量表的建構效度。其次，根據Baron和Kenny的中介變項條件，採結構方程模式（SEM）進行中介效果驗證，以檢驗控制-價值中介模式與認知-動機中介模式是否受到觀察資料的支持。最後，考驗本研究所建立的學業情緒歷程模式與觀察資料是否適配。為完成研究目的，本研究共抽取三批樣本，第一批為預試樣本641人以考驗各量表的信度；第二批為正式樣本626人以檢驗各模式的適配度；第三批樣本則從正式樣本中抽取229人進行學業情緒量表重測，抽樣範圍皆是台灣地區之國中學生。研究工具包括學業情緒量表、環境目標結構量表、價值信念量表、英語科成就責任量表、個人目標導向量表等。本研究所蒐集的資料以SEM進行分析。

本研究的發現如下：
一、 根據潛在狀態-特質模式之分析結果，本研究編製 之學業情緒量表具有良好的信度；其次，本研究編製之學業情緒量表之二階驗證性因素分析與觀察資料適配，代表本量表具有良好的建構效度。
二、 本研究依據Pekrun之控制-價值理論所建構的控制-價值中介模式獲得觀察資料的支持，即環境目標結構能透過認知評估對學習者的學業情緒產生間接效果。
三、 本研究依據Pekrun等之認知-動機模式所建構的四組認知-動機中介模式，自我調整中介模式與動機涉入中介模式獲得觀察資料的支持，代表學業情緒會透過自我調整與動機涉入對學習者的學業成就產生間接效果；訊息處理中介模式與認知資源中介模式則沒有獲得觀察資料的支持。
四、 本研究所建構的學業情緒歷程模式可用來解釋國中生的觀察資料。分析結果顯示：環境目標結構會透過控制-價值相關之認知評估對學業情緒產生間接效果，而學業情緒又會透過認知-動機機制對學業成就產生間接效果。

本研究根據研究結果進行討論，並提出學校教育與未來研究上的建議。

The study tried to confirm the two theories on academic emotions that Pekrun created. One is the control-value theory that thinks environment goal structure has an indirect effect on academic emotions by the mediating of cognitive appraisals；the other is the cognitive-motivational model that thinks academic emotions have an indirect effect on academic achievement by the mediating of cognitive-motivational mechanisms. As a result, the purpose of this study were to (a) know if the Academic Emotions Questionnaire (AEQ) developed on this study have good reliability and validity, (b) test model fit of the control-value model, (c) test model fit of the cognitive-motivational model, (d) test the model fit of academic emotions process model that integrated the control-value model and the cognitive-motivational model. The study first adopted latent state-trait theory to analyze the reliability of AEQ and used second-order confirm factor analysis to test the construct validity of it. Second, except according to the properties of the mediator variable of Baron and Kenny, the study used the structural equation model (SEM) to test if the control-value theory and the cognitive-motivational model fitted the empirically observed data well. At last, the study will test model fit of academic emotions process model. To attain these goals above, we collect three groups of samples. The first group were 641 students to test the reliability of scales. The second group were 626 students to test model fit of the models on the study. The last part were chosen 229 from the second group to retest the reliability of AEQ. All students study in junior high school students in Taiwan. The instruments used in the study included the AEQ, the Environment Goal Structure Scale, Values Scale, Individual Goal Orientation Scale, Cognitive Strategies Scale, Self-Regulated Learning Strategies Scale and Motivational Engagement Scale. The statistical method used to analyze the data collected was SEM.

The results of this study were summarized as following: (a) AEQ developed on this study have good reliability and validity. (b) The control-value model according to Pekrun’s control theory fitted the empirically observed data well. The results of analysis showed that environment goal structure has an indirect effect on academic emotions by the mediating of cognitive appraisals. (c) The four cognitive-motivational models according to Pekrun’s cognitive-motivational mechanisms, among them, self-regulated learning strategies mediating model and motivational engagement mediating model fitted the empirically observed data well. As a result, academic emotions have an indirect effect on academic achievement by the mediating of self-regulated learning strategies and motivational engagement. However, information learning strategies mediating model and cognitive resource mediating model aren’t supported. (d) The results of analysis of academic emotions process model showed that it fitted the empirically observed data well and can be used to explain the empirically observed data well. It meant that environment goal structure has an indirect effect on academic emotions by the mediating of cognitive appraisals and academic emotions have an indirect effect on academic achievement by the mediating of cognitive-motivational mechanisms.

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