Abstract— Few studies include associations of emotions, or of individual differences in emotionality, to academic competence, and there are virtually no empirical data on when or why relations exist (or do not exist). The few studies of emotion and achievement have largely focused on anxiety, but there has been scant theoretical and empirical attention devoted to the treatment of other emotions. It is suggested that considering the moderated and indirect effects of students’ emotions on their academic functioning may provide an understanding of whether and under what circumstances emotions are related to achievement. This article briefly reviews findings linking situational and dispositional negative or positive emotions to academic achievement and suggests that researchers can learn much about relations between emotions and achievement by considering the potential moderating role of effortful control, as well as considering the mediating roles that cognitive processes, motivational mechanisms, and classroom relationships play in linking emotions and achievement.

中文翻译：

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将学生的情绪与学术成就联系起来：情绪何时以及为何如此重要。

摘要- 很少有研究将情绪或情绪的个体差异与学术能力相关联，并且几乎没有关于何时或为何存在（或不存在）关系的经验数据。很少有关于情绪和成就的研究主要集中在焦虑上，但很少有理论和经验关注其他情绪的治疗。建议考虑学生情绪对其学业功能的适度和间接影响，可以了解情绪是否以及在何种情况下与成就有关。