本研究之目的為發展國中生「數學學習情緒量表」（Achievement Emotions Questionnaire-Mathematics, AEQ-M）。本研究以北、中、南、東等四個區域之國中 學生為樣本進行問卷調查，研究資料分析則針對樂趣、生氣、焦慮及無聊等四個分 量表，先以預試取得之304 位樣本進行項目分析與探索性因素分析，再以正式施測 之1,736 位樣本進行信、效度分析。研究結果顯示：(1)四個分量表的Cronbach’s 係數介於.91～.95之間、再測信度介於.69～.81之間；(2)四個一階因素具有良好的 組成信度與平均變異抽取量；(3)AEQ-M 具有良好的建構效度與效標關聯效度；(4) 複核效度分析顯示AEQ-M具有良好的穩定性。綜上，AEQ-M具有良好的信度與效 度。此外，本研究亦探討國中生學習情緒的現況與差異分析，結果顯示性別在四種 學習情緒上均達顯著差異，且男生體驗到的正向學習情緒（樂趣）顯著地高於女 生，而女生所知覺到的負向學習情緒（生氣、焦慮及無聊）則明顯地高於男生。

The main purpose of this study is to develop the Achievement Emotions Questionnaire- Mathematics (AEQ-M) for Taiwan junior high school students. There are 23 items in this scale including four sub-scales: enjoyment, anger, anxiety, and boredom. There are 304 participants were included in the pilot study for exploratory factor analysis and item analysis. There are 1,736 effective participants are used to assess reliability and construct validity. The results are as follows: (1) the range of Cronbach’s of four subscales is from .91 to .95, and the range of test-retest reliabilities is from .69 to .81; (2) the four factors shows good composite reliability and average variance extracted; (3) the results of data analysis show good construct validity and criterion-related validity; (4) the finding of cross-validation shows the scale has good stability. Thus, the AEQ-M is a valid and reliable instrument. The other findings of this study are as follows: there is a significant gender difference existing on academic emotions. Boys tend to perceive more positively in achievement emotion (enjoyment) and girls tend to perceive more negatively in achievement emotions (anger, anxiety, and boredom).