本研究旨在了解臺灣地區高級中等學校學生學業壓力、學業情緒的關聯，並考驗基本心理需求滿 足—受挫在學業壓力與學業情緒之間的平行中介效果。研究參與者為臺灣北、中、南各地區公私 立高級中等學校之學生， 共 424 人。本研究自編工具包含「學業壓力量表」、「學業情緒量表」 和「基本心理需求量表」，採用 Pearson 積差相關與結構方程模型進行資料分析，並透過拔靴法 （bootstrapping）檢驗平行中介效果。主要研究發現：（一）學業壓力與基本心理需求受挫及焦慮、 羞恥、無望、挫折等學業情緒呈正相關，與基本心理需求滿足、希望情緒呈負相關。（二）基本 心理需求滿足與喜悅、希望和自豪等學業情緒呈正相關，與焦慮、無望、羞恥和挫折等學業情緒 呈負相關；基本心理需求受挫與喜悅、希望、自豪等學業情緒呈負相關，與焦慮、無望、羞恥、 挫折等學業情緒呈正相關。（三）基本心理需求滿足在學業壓力與喜悅、無望的關聯之間有部分 中介效果；與希望、自豪則是完全中介效果。（四）基本心理需求受挫在學業壓力與喜悅、無望、 焦慮、羞恥及挫折的關聯之間有部分中介效果；與希望則是完全中介效果。本研究根據研究結果 進行討論，並提出具體學術研究以及教育輔導工作之建議，以供未來相關研究及實務工作之參考。

In today’s knowledge-based economy, outstanding academic performance is key for students to access higher education opportunities and a prerequisite for a wide range of career choices. As educational attainment and workplace requirements rise, the pressure students face in relation to school has been further amplified (Högberg, 2021). A survey by the Ministry of Health and Welfare (2023) showed that approximately 80% of high school students in Taiwan aspire to obtain a university degree or higher, with schoolwork being the most troubling issue in their daily lives (45%). Disagreements between teenagers and parents mainly stem from academic and admission-related issues. Concurrently, 60% of students worry about poor academic performance, and 50% report that their mood for the entire day is affected by homework or exam results (Child Welfare League Foundation, 2023). The domestic surveys reflect that the majority of adolescents experience uncomfortable feelings during the learning process, indicating that this phenomenon is no longer an individual adaptation issue for students, but a pervasive concern among the adolescent population. Stress, anxiety, helplessness, and confusion have become inseparable companions to high school life. In addition to examining domestic data, the latest 2021–2022 Health Behaviour in School-Aged Children (HBSC) survey by the World Health Organization (WHO, 2023) found that 15-year-olds have the poorest overall mental health, and as age increases, adolescents’ well-being declines while physical and mental distress rises. Over the past two decades, a growing proportion of students in most European countries and Canada have been noticeably affected by academic stress, with an increasing rate of distress (Löfstedt et al., 2020). Numerous studies have demonstrated the close association between academic stress and mental health, substance use, sleep, and physical health (Pascoe et al., 2020). Thus, an in-depth exploration of the impacts of academic stress and its protective factors is an issue that cannot be overlooked in the fields of education and public health. There is a wealth of research on academic stress and emotional distress. Many empirical studies have highlighted the correlation between stress and negative emotions such as anxiety and depression (e.g., Arsenio & Loria, 2014; Feiss et al., 2019; Santiago et al., 2017), focusing on how to buffer the physical and mental problems caused by stress. Social support, resilience, grit, self-efficacy, emotional regulation, and basic psychological needs have been found to be important process factors in this context (Çınar-Tanrıverdi & Karabacak-Çelik, 2023; Trevethan et al., 2022; Watson & Watson, 2016). However, few studies have carefully examined the relationship between academic stress and individuals’ experiences of various discrete emotions in

高中生、基本心理需求滿足、基本心理需求受挫、學業壓力、學 業情緒

high school students, basic psychological need satisfaction, basic psychological need frustration, academic stress, academic emotions