Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome emotions). Recent evidence suggests that achievement emotions are linked to motivational, self-regulatory, and cognitive processes that are crucial for academic success. Despite the importance of these emotions, syntheses of empirical findings investigating their relation with student achievement are scarce. We broadly review the literature on achievement emotions with a focus on activity-related emotions including enjoyment, anger, frustration, and boredom, and their links to educational outcomes with two specific aims: to aggregate all studies and determine how strongly related those emotions are to academic performance, and to examine moderators of those effects. A meta-analytical review was conducted using a systematic database of 68 studies. The 68 studies included 57 independent samples for enjoyment (N = 31,868), 25 for anger (N = 11,153), 9 for frustration (N = 1418), and 66 for boredom (N = 28,410). Results indicated a positive relation between enjoyment of learning and academic performance (ρ = .27), whereas the relations were negative for both anger (ρ = − .35) and boredom (ρ = − .25). For frustration, the relation with performance was near zero (ρ = − .02). Moderator tests revealed that relations of activity emotions with academic performance are stronger when (a) students are in secondary school compared with both primary school and college, and (b) the emotions are measured by the Achievement Emotions Questionnaires – Mathematics (AEQ-M). Theoretical and practical implications are discussed.

成就情感是与学业，工作或体育成就活动（活动情感）及其成功和失败结果（成果情感）相关的情感。最近的证据表明，成就情感与对学术成功至关重要的动机，自我调节和认知过程有关。尽管这些情绪非常重要，但研究它们与学生成绩之间关系的实证研究结果却很少。我们广泛地回顾了关于成就情感的文献，重点是与活动相关的情感，包括愉悦，愤怒，沮丧和无聊，以及它们与教育成果的联系，其目的有两个具体目的：汇总所有研究并确定这些情感与学习成绩，并审查那些影响的主持人。使用68项研究的系统数据库进行荟萃分析。68项研究包括57个独立样本供您欣赏（N  = 31,868），愤怒25（N  = 11,153），沮丧9（N  = 1418）和无聊66（N  = 28,410）。结果表明享受学习的和学术性能（ρ=之间的正关系 。 27），而关系对于两种愤怒负（ρ= - 。 35）和烦闷（ρ= - 。 25）。出于挫败感，与性能的关系接近于零（ρ= −  。02）。主持人的测试显示，当（a）学生在中学阶段而不是小学和大学阶段，并且（b）情感是由成就情感问卷-数学（AEQ-M）衡量时，活动情感与学业成绩之间的关系就更强。 。讨论了理论和实践意义。