本研究以學業情緒之認知－動機模式為理論基礎，探討國中生學業情緒與 學習投入對學業成就之影響，並針對所建構的模型進行適配度考驗。本研究之 研究對象是抽取台灣地區640 名國中生，進行結構方程模式分析。研究結果如 下：（1）本研究所建構之理論模型與所蒐集的觀察資料相適配；（2）正、負向 學業情緒對學習投入具有直接效果；（3）正、負向學業情緒對學業成就具有直 接效果；（4）學習投入對學業情緒具有直接效果。根據上述研究結果，本研究 針對教學實務與未來研究提出討論與建議。

Based on the cognitive-motivational model of achievement and emotions, this study is to explore the effects of students’ academic emotion and learning engagement on academic achievement in junior high schools, and to review its fitness for testing the model constructed. The participants were 640 junior high school students. The final results showed that: (1) There is adequate fitness between the observed data and the theoretical model; (2) The positive and negative academic emotions had direct effects on students’ learning engagement; (3) The positive and negative academic emotions also had direct effects on students’ academic achievement; and (4) The learning engagement had direct effects on students’ academic achievement, too. The possible pedagogy implications for intervention and future research were also discussed.