目的：本研究根據Plutchik(1982)以及Turner(2007)的情感理論為基礎，透過質性到量化途徑以一系列嚴謹之分析步驟發展適合測量大學生體育課之情感量表。方法：共分為四個階段，第一階段先以紮根理論訪談18位大學生，用以建構體育課情感表述詞語與概念，作為體育課情感量表之題庫，次以問卷調查進行量表編製，施測程序共分三次進行，其有效樣本分別為312位、359位及654位大學生。第二階段為內容效度、項目分析、探索性因素分析、驗證性因素分析、內部一致性等程序；第三階段為驗證性因素分析與效標關聯分析等程序，並且進行聚合、區別等建構效度以及組合信度的驗證，第四階段則為複核效化的檢驗。結果：顯示大學生體育課情感量表包含「正向情感」與「負向情感」2個因素16個題目，在各項指標上均具有良好的信、效度以及測量的不變性，表示在跨群組樣本間具有複核效度。結論：在情感理論或大學體育課情感相關研究議題上，此量表可作為後續研究者之有效測量工具。

Purpose: Based on the emotion theory of Plutchik (1982) and Turner (2007), as well as analyzing process series from qualitative to quantitative approaches, this study aims to develop holistic emotional scales towards physical education for college students. Methods: There were four phases of this study. First, 18 college students were interviewed based on grounded theory to establish the epithets and the concepts towards emotions of physical education to construct instrument. Then, the scale was edited through three-round questionnaire distribution, and the effective samples were 312, 359, and 654 college students for each round respectively. The second phase provided content validity, item analysis, exploratory factor analysis, confirmatory factor analysis, and internal consistency. The third phase consisted of confirmatory factor analysis and criterion related validity, convergent validity, discriminant validity, composite reliability, and average variance extracted were also included. The final phase was the examination on crossvalidation. Results: Emotional scale included 16 questions under 2 factors which were “positive emotion” and “negative emotion.” The reliability, validity, and measurement invariance of all indicators showed positive results which indicating the cross-validation among cross-samples. Conclusions: In the research issues related to emotion theory or emotions towards physical education in college, the “Emotional Scale towards Physical Education for College Students” would be an effective measurement for future researchers.