本研究旨在了解高中生學業壓力、學業情緒之間的關係及現況，並檢驗基本心理需求受挫和滿足在學業壓力與學業情緒之間的中介效果。本研究參與者為臺灣北、中、南地區公私立高級中等學校（包含普通高中、技術型高中及綜合高中）一至三年級之在學學生，共424人。研究工具包含「學業壓力量表」、「學業情緒量表」、「基本心理需求滿足與受挫量表」，採用描述性統計，Pearson積差相關與Mplus軟體進行資料分析。
主要研究結果發現（一）高中生學業壓力與基本心理需求受挫、負向學業情緒（焦慮、羞恥、無望、挫折）呈現正相關，而與基本心理需求滿足與正向學業情緒（希望）呈現負相關。（二）基本心理需求滿足與正向學業情緒（喜悅、希望、自豪）呈現顯著正相關，而與負向學業情緒（焦慮、無望、羞恥、挫折）呈現顯著負相關；基本心理需求受挫與正向學業情緒（喜悅、希望、自豪）呈現顯著負相關，而與負向學業情緒（焦慮、無望、羞恥、挫折）呈現顯著正相關。（三）基本心理需求滿足與基本心理需求受挫分別在學業壓力與學業情緒之間具有中介效果。
本研究根據以上研究結果進行討論，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

The purpose of this study was to investigate the relation between academic stress and academic emotions among high school students, and to examine the mediating effects of basic psychological need satisfaction and frustration in the variables. The participants in this study consisted of 424 students from public and private high schools in the northern, central, and southern regions of Taiwan, ranging from the first to the third grade. The research tools included the "Academic Stress Scale," "Academic Emotion Scale," and "Basic Psychological Needs Satisfaction and Frustration Scale." The data was analyzed via descriptive statistics, Pearson correlation and Mplus.
The main research findings revealed that there was positive correlation between high school students' academic stress and basic psychological need frustration, as well as negative academic emotions (anxiety, shame, hopelessness, frustration). Conversely, there was a negative correlation between academic stress and basic psychological need satisfaction, as well as positive academic emotions (hope). Basic psychological needs satisfaction was positively correlated with positive academic emotions (joy, hope, pride), while it was negatively correlated with negative academic emotions (anxiety, hopelessness, shame, frustration). Basic psychological needs frustration was negatively correlated with positive academic emotions (joy, hope, pride), while it was positively correlated with negative academic emotions (anxiety, hopelessness, shame, frustration). Basic psychological needs satisfaction and frustration each had mediating effect between academic stress and academic emotions.
Based on the above research results, this research provided discussions and suggestions to further researchers and practical work.

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