能力知觉、认知参与、学业焦虑是学业成绩的有效预测因子。
Middle school students' perceived ability, cognitive engagement and academic anxiety were the available predictors for their performance.
被欺负的孩子不愿意上学，就算去到学校也会感觉很焦虑，因此而转学会对孩子的学业成绩造成直接的影响。
Bullied children don’t want to go to school, and they’re anxious when they get there, so transforming schools into safe spaces has a direct impact on academic performance.
学生如果知道老师总爱对他们的学业指手划脚，就会产生焦虑感和压迫感，这样反而令他们的学习成绩下降。
Knowing that their teachers are always judging their work will generate feelings of anxiety and stress, thus lowering the quality of their performance.
从学术考试(或其他学业评估)前到学业考试中，以及考试后，考试焦虑都是一个较为普遍的问题。
A common problem, test anxiety occurs before, during or after an academic test or other evaluation for school or work.
除了学生的考试焦虑，学业情绪一直都未曾受到研究者的积极关注。
With the exceptions of research on test Anxiety, Academic emotions has not been explored and studied.
友善、家庭、学业和自纳对状态焦虑有强的预测能力，交际、学业、自纳和家庭对特质焦虑有强的预测能力；
State Anxiety is affected strongly by kindness, family, academic as well as self-accept, whereas Trait Anxiety is influenced strongly by intercommunicate, academic self-accept and family.
应用抑郁和焦虑症状自评量表，调查了179名中学生的情绪状况、以及与学业成绩的相互关系。
Depression and anxiety of 179 middles school students were investigated with self-rating scales of depression and anxiety.
学业情绪的研究从消极情绪(如，考试焦虑等)扩展到全部情绪体验。
Research on academic emotion concludes not only negative emotions (test anxiety) but also all sorts of emotional experience.
采用英语自我效能、英语学习焦虑、英语学习策略问卷，测量研究213名初中生英语自我效能、英语学习焦虑、英语学习策略与英语学业成绩之因果关系模型。
With two questionnaires of English self-efficacy and anxiety in English learning, 213 junior students are tested for the study of the influence of the two variables on English performance.
采用英语自我效能、英语学习焦虑、英语学习策略问卷，测量研究213名初中生英语自我效能、英语学习焦虑、英语学习策略与英语学业成绩之因果关系模型。
With two questionnaires of English self-efficacy and anxiety in English learning, 213 junior students are tested for the study of the influence of the two variables on English performance.
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