本研究以學習情緒的控制價值理論為基礎，探討個人與學校層次變項對學習情緒之影響。研究資料係取自PISA 2006所釋出之階層巢套資料，有效樣本為8,678 名（女生4,134 名、男生4,544 名）來自236 個不同學校的臺灣15 歲青少年。本研究採多層次模型進行分析，結果顯示個人層次變項（性別、自我效能、工作價值及科學素養）與學校層次變項（學校平均科學素養、學校平均工作價值、團體效能）能正向且顯著地解釋學生的正向學習情緒，且自我效能對學習情緒的影響會受到學校平均科學素養與團體效能等脈絡變項所調節。針對上述研究發現，本研究提出未來研究與學習輔導之相關建議。

Based on control-value theory of achievement emotions, this study investigates the effects of individual- and school-level factors on academic emotions. Hierarchically nested data were obtained from 8,678 15-year-old students (4,134 girls and 4,544 boys) of 236 schools in Taiwan, who participated in the Programme for International Student Assessment (PISA). The results obtained from a multilevel model reveal that individual-level factors (gender, self-efficacy, task value, and scientific literacy) and school-level factors (school mean of scientific literacy, school mean of task value, and collective efficacy) are positively and significantly related to the positive academic emotions of students. Additionally, the school mean of scientific literacy and collective efficacy moderate the effects of self-efficacy on academic emotions. This study presents a discussion on the implications and educational practices, and provides suggestions for future research.