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.
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.
学业情绪发生在学习情境中，而不同的教育条件下，学业情境有所不同。
Academic emotion occurs in learning situation. But learning situation is quite different according to differential education conditions.
学业情绪具有领域特殊性，与学习动机、元认知、认知资源等有密切关系。
Academic emotions have domain specificity, and also are related to academic motivation, meta-cognition, and cognitive resources.
学业情绪是指学生在平时的学业学习、课堂教学和与学业成就相关的各种情境中所直接体验到的情绪。
Academic emotion is the emotion which students can experience directly in their study, class learning and all kinds of situations related to their academic achievements.
与此同时，男孩却可能需要更多的监督和纪律去学习控制情绪、注重学业等东西。
Boys, meanwhile, might need more oversight and discipline to learn things like controlling their emotions and focusing on school.
学业进步不大，加上考试不及格，使他情绪低落。
Little progress in studies, coupled with failures in exams, left him low in spirits.
大学生情绪智力和学业成绩之间不存在相关。
Undergraduates' Emotional intelligence is uncorrelated with their academic achievement.
耶鲁大学情绪智能中心(Yale CenterforEmotional Intelligence)的研究显示，学童学了更多的情绪概念以后，社会行为和学业表现都会得到改善。
Schoolchildren who learn more emotion concepts have improved social behavior and academic performance, as research by the Yale Center for Emotional Intelligence shows.
研究目的是探讨不同学业成绩的初一学生的注意稳定性、情绪稳定性的关系。
The purpose of the research was to explore the relationship between attention stability and emotion stability of junior middle school students who have different scholastic attainments.
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.
学业求助的主要问题是学习中的知识性问题、学习计划、学习方法的问题和因学习困惑而带来的情绪性问题；
The main problem is about knowledgeable questions in the study, the study program and study method and the emotional questions which are brined by the academic confusion.
在第二部分里，本文对中学学业不良学生的非智力因素特征分为学习动机、学习兴趣、情绪情感、意志四个方面作了具体阐述。
In the second chapter of the article, I divide the underachievers' personality factors into four respects to explicate: learning motive, learning interest, attachment and volition.
在第二部分里，本文对中学学业不良学生的非智力因素特征分为学习动机、学习兴趣、情绪情感、意志四个方面作了具体阐述。
In the second chapter of the article, I divide the underachievers' personality factors into four respects to explicate: learning motive, learning interest, attachment and volition.
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