中文摘要：

通过文献分析,结合访谈和半开放式问卷,将学业情绪确定为积极高唤醒、积极低唤醒、消极高唤醒、消极低唤醒四个维度.以1731名初一到高三学生为被试,通过三次取样测试,编制了青少年学业情绪问卷.通过对问卷的内部一致性信度、分半信度、结构效度和校标效度的检验,表明青少年学业情绪问卷具有较好的理论构想、良好的信效度指标.应用本问卷对3588名青少年的调查表明,青少年的学业情绪存在显著的年级和性别差异,初中生的积极学业情绪多于高中生,消极学业情绪少于高中生.男生的积极学业情绪多于女生,女生的消极学业情绪多于男生.研究表明青少年学业情绪问卷是研究青少年学业问题的一个有效工具.

英文摘要：

Academic emotions refer to students＇ achievement emotions experienced in school or university settings. The domain of academic emotions covers not only students＇achievement emotions relating to success and failure but also emotions relating to instruetion or to the process of studying. According to valence and arousal dimensions, academic emotions include positive - high arousal emotions, positive - low arousal emotions, negative - high arousal emotions and negative - low arousal emotions. An effective academic emotions questionnaire was developed basing on theoretical considerations and interview results, three samples consisting of 1071 adolescents. Reliability and validity research showed that the coefficient of homogeneity and split reliability were high. The construet validity and criterion validity were satisfactory.The resulting set of emotions contains the positive - high arousal emotions of pride, enjoyment and hope, as well as the positive- low arousal emotions of contentment, calmness and relief, and the negative- high arousal emotions of anxiety, shame and anger, as well as the negative - low arousal emotions of boredom, hopelessness, depression and fatigue. Through surveying 3588 adolescents, this study explored the characteristics of academic emotions of adolescents. Significant effects of grade and gender inadoleseents were found. Adolescents in junior high schools had more positive academic emotions and less negative academic emotions than the ones in senior high schools. Male students had more positive academic emotions and less negative academic emotions than females. The questionnaire was a useful tool to measure the academic emotions of adolescents.