The current study aims to deepen our understanding of the mechanisms of motivational and emotional profiles in entry-level calculus. Specifically, we tested a multiple mediation model to examine the linking roles of students' self-efficacy and achievement emotions (anxiety and enjoyment) in the relationship between learning climate and learning persistence in entry-level calculus. A sample of 267 college students enrolled in the entry-level calculus classes at a southern urban university took measures of learning climate, self-efficacy, achievement emotions (enjoyment and anxiety), and learning persistence. A multiple mediation path model was conducted to examine the mediating roles of self-efficacy and achievement emotions in linking learning climate and learning persistence in college calculus. The results revealed that self-efficacy played a prominent role in mediating the relationship between learning climate and learning persistence. Moreover, self-efficacy and anxiety serially mediated the relationship between learning climate and learning persistence.

目前的研究旨在加深我们对入门级微积分中动机和情绪特征机制的理解。具体来说，我们测试了一个多重中介模型，以检查学生的自我效能感和成就情绪（焦虑和享受）在入门级微积分学习氛围和学习坚持性之间的关系中的联系作用。以南方城市大学微积分入门班的267名大学生为样本，对学习氛围、自我效能感、成就情绪（享受和焦虑）、学习坚持性进行了测量。通过多重中介路径模型研究了自我效能感和成就情绪在大学微积分学习氛围和学习坚持性之间的中介作用。结果表明，自我效能感在调节学习氛围和学习持久性之间的关系中起着突出的作用。此外，自我效能感和焦虑连续介导学习氛围和学习坚持之间的关系。