自2002年Pekrun等人明确提出学业情绪的概念以来,该领域的研究越来越受到心理学、教育学研究者和教学实践工作者的关注。研究者对学业情绪的特征、结构,以及学业情绪与学习策略、成就目标、自我概念、学业成绩诸因素之间的关系和相互作用的内部机制进行了很多的积极探索。对学业情绪领域的研究进行了梳理,并对如何通过有效干预改善青少年学业情绪的问题进行了深入探讨和展望。 Since 2002, Pekrun et al clearly put forward the concept of academic sentiment, the field of research more and more by psychology, pedagogical researchers and teaching practitioners attention. Researchers have conducted a lot of active exploration on the characteristics and structure of academic sentiment, as well as the internal mechanism of the relationship between academic sentiment and learning strategies, achievement goals, self-concept, academic achievements and other factors. The research on the field of academic sentiment has been sorted out, and the issue of how to improve the academic sentiment of adolescents through effective intervention has been discussed in depth.