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.
|Date of Award||2020|
|Original language||Chinese (Traditional)|
|Supervisor||Biing-Lin Cherng (Supervisor)|