Abstract: In the academic environment, emotions will appear in various situations encountered by individuals. In order to make all kinds of academic emotions play an active role as far as possible, researchers began to pay attention to the research topic of emotional regulation. Many studies have shown that grade and gender are related to the use of emotional expression strategies (expression inhibition and expressive enhancement). However, the results remain unclear. Previous studies have also found that emotional states themselves have an impact on the tendency to evaluate and the psychological resources required for the emotional regulation process. In addition, according to the model of emotion regulation process, emotional expression strategies are important regulation strategies after the generation of emotions. Therefore, in order to make students aware of the importance of emotional expression strategies for their learning and healthy psychological development, and learn to regulate emotions in an appropriate or adaptive way, it is necessary to explore and reveal the developmental characteristics of academic emotional expression strategies, and to examine the role of academic emotions in the use tendency of academic emotional expression strategies. Therefore, in order to investigate the gender and grade differences in academic emotion expression strategies, and the relationship between academic emotions and academic emotional expression strategies, a total of 3004 students from 7th to 12th grade were recruited from ten middle schools in Guangdong, Guangxi, Yunnan, Shananxi, Henan and Jilin and participated in this study. They were measured using two questionnaires concerning academic emotions questionnaire and academic emotion regulation questionnaire. The main findings of the study were as following: (1) Regardless of the emotion valence, there are slight differences in the use of expressive suppression and expressive enhancement among different genders and grades. (2) Positive academic emotions were positively predicted expression suppression and expressive enhancement. Negative academic emotions were positively predicted expressive enhancement, not expression suppression. These results not only suggested the gender and grade differences in academic emotional expression strategies of middle school students, but also emphasized the importance of emotion valence in regulating academic emotions, which lays a foundation for follow-up research.

Key words: middle school students, academic emotion, academic emotional expression, expressive suppression, expressive enhancement

摘要： 采用问卷调查法，以3004名初一至高三学生为被试，探讨了中学生学业情绪表达策略的性别和年级差异，并考察了学业情绪与学业情绪表达策略间的关系。结果发现：（1）在调节积极和消极学业情绪时，中学生对表达抑制和表达宣泄策略的使用在不同性别和年级上存在微弱的差异。（2）在调节积极学业情绪时，积极学业情绪显著正向预测表达抑制和表达宣泄策略；在调节消极学业情绪时，消极学业情绪对表达宣泄策略具有正向预测作用。结果表明了情绪效价在学业情绪表达策略使用中的重要性。

关键词: 中学生, 学业情绪, 学业情绪表达, 表达抑制, 表达宣泄