采用学业情绪问卷、数学学业自我概念问卷调查了370名初中学生，以探讨初中生数学学业情绪特点及其与数学成绩、数学学业能力自我概念间的关系。结果发现：（1）除积极高唤醒情绪外的其它数学学业情绪在性别上差异显著，除消极高唤醒外的其它情绪在年级上差异显著。（2）数学成绩通过数学学业能力自我概念间接预测四类数学学业情绪。结论是，初中男生数学积极情绪多于女生，女生数学消极情绪多于男生，积极情绪随年级下降，消极情绪随年级上升；初中生数学学业能力自我概念在数学成绩和数学学业情绪间起完全中介作用。

The present study is conducted to explore the relationship among academic achievements, academic emotions and academic ability self-concept of junior middle school students in Mathematics, as well as to provide empirical evidences for a hypothesis of Control-Value Theory of Achievement Emotions proposed by Pekrun（2006）who suggested that academic achievements can produce a reaction on academic emotions through control-related appraisals. A sample of 342 students from a junior middle school ( 49.42% girls; 31.87% grade 7, 30.70% grade 8, 37.43% grade 9) in Hunan Province of China completed Mathematics self-concept questionnaire and Adolescence academic emotions questionnaire. The mathematics achievement indicators were the students’ mathematics test scores in mid-term exam before this investigation. The survey was conducted with the help of the class advisers at the end of April, 2012. The data were used for MANOVA , and Post Hoc Test（LSD）by SPSS, and for SEM by AMOS. The results (See Table 1) of MANOVA and LSD show that in junior middle school: (1) No significant differences exist between positive-high arousal emotions of male students and those of female (p>.05); (2) Positive-low arousal emotions of male students are significantly higher than those of female students((p<.05); (3) Negative-low and negative-high arousal emotions of male students are significantly lower than those of female students (p≦.01); (4) Both positive-high and positive-low arousal emotions of grade 7 students are significantly higher than those of grade 8 and 9 students (p<.01); (5) There are significant variances among negative-low arousal emotions of three different grade students(p<.01) with grade 9 the highest, grade 8 the second and grade 7 the lowest; (6) There are not significant variances among negative-high arousal emotions of three different grade students(p>.05). Taking the influence of gender and grade into control, the results (See Figures 1, 2, 3, 4) of SEM show that: (1) Through academic ability self-concept, mathematic achievements indirectly predict academic emotions with positive predictions on positive emotions and negative predictions on negative emotions; (2) Mathematic achievements have no significant direct effect on academic emotions; (3) All paths are significant at p <.001. The conclusions of this study are: (1) In junior middle school, male students have higher mathematics positive emotions and lower mathematics negative emotions than those of female students; Positive emotions decrease and negative emotions increase with grade. (2) Mathematics academic ability self-concept is the full mediator factor between mathematics academic achievements and mathematics academic emotions. Based on research of Goetz, Frenzel, Hall, & Pekrun in 2008, this article discussed the characteristics of 4 types including 13 mathematics academic emotions and their relationships with mathematics academic achievements and mathematics academic ability self-concept so as to verify the correctness of Pekrun’s assumptions about the relationship between academic achievements and academic emotions.