在中国教育环境下，从高考到各科小测都涉及一个话题——排名，班级排名、年级排名以及某些大型考试所涉及的市排名、省排名给了高中生“设置”了一个比较的情境。高中时期是个体发展自我同一性的重要阶段，高中生如果采取不良的学业社会比较策略可能会对其学业表现产生巨大影响，因此，对学业领域内社会比较研究领域的开拓具有重要的意义。

社会比较与动机的研究一直以来是社会比较领域内的重要研究主题。众多研究表明，社会比较与行为动机间可能存在双向关系。然而，已往的研究多聚焦于健康领域与工作领域内，国内外少有研究系统性地探讨在学业领域内社会比较与动机之间的关系，那么，在学业领域内，社会比较与学习动机会呈现出何种关系？研究表明，社会比较对个体的情绪具有复杂多样的影响，而不同效价与唤醒程度的情绪又影响着个体的学习动机，那么在学业领域中，学业情绪是否可以作为社会比较与学习动机关系中的一个中介变量？生态系统理论(Ecological systems theory)认为个体因素与周围生态环境的相互作用决定着人的发展，因此，探讨社会比较对高中生发展的影响时，也要考虑高中生周围生态系统在其中起到的作用。班级气氛反映了一个班集体的环境和氛围，是班级特有的气质体现，对学生各方面的成长和发展起着关键作用，而不少研究发现感知组织氛围会影响个体社会比较与情绪的关系，其中竞争氛围是研究者关注的重点。那么，在学业领域内，个体感知到的班级竞争氛围是否会影响到社会比较与学业情绪间的关系？基于以上问题，本研究聚焦于探究社会比较与学习动机之间的双向关系以及学业情绪在其中的中介作用与感知班级竞争氛围在该中介模型中的调节作用。

本研究选取宁夏回族自治区某高中高一、高二年级的学生为被试，进行了间隔半年的三次追踪测试，采用交叉滞后模型探讨了社会比较与学习动机的关系，以及学业情绪在社会比较和学习动机间的中介作用与感知班级竞争氛围在该中介效应中的调节作用。研究结果发现：

（1）上行比较、积极学业情绪（高唤醒、低唤醒）与学习动机之间呈显著正向继时性相关关系和同时性相关关系；上行比较与消极高唤醒学业情绪仅呈显著正向同时性相关关系；消极高唤醒学业情绪与学习动机仅呈显著正向同时性相关关系；下行比较与消极低唤醒学业情绪呈显著的正向继时性相关关系和正向同时性相关关系。

In China，when students take an exam，whether it is college entrance examination，monthly exam，mid-term exam, final exam or small quiz of each subject, one of the feedbacks students have got to face is the rankings. Rankings in class, rankings in the whole grade, and even rankings of the whole city or province after some major tests or exams leave students inevitably in a place where they compare their own test scores with others’. Long-term ranking comparison and score comparison will have a certain degree of impact on the academic development and mental health of young people. improper social comparison strategies may have a negative impact on students’ emotional stability and academic development. In this way, present study focused on the reciprocal link and mechanism among social comparison, academic emotion and learning motivation and the development of social comparison, academic emotion, learning motivation and perceived class competition through a longitudinal study.

Learning motivation is an important factor affects adolescents' academic investment and learning performance. Numerous studies have shown that social comparison has a complex impact on the behavioral motivation of individuals, and the type of motivation also has an impact on social comparison. It can be seen that there may be a two-way relationship between social comparison and behavioral motivation. However, previous studies have mostly focused on the health and work fields, few studies have systematically explored the relationship between social comparison and motivation in the academic field. Then, in the academic field, What relationship will social comparison and learning motivation show? Moreover, studies have shown that social comparison has complex and diverse effects on emotions, and emotions of different valence and arousal levels affect learning motivation. Then in the academic field, Will academic emotions play a mediating role in the relationship between social comparison and learning motivation?

What’s more, Ecological systems theory believes that the development of an individual is the result of the interaction between the individual factors and the ecological environment. Therefore, when discussing the impact of social comparison on the development of high school students, it is necessary to consider the role of the ecosystem around high school students. Class atmosphere (Haukoos & Penick, 1985) is the embodiment of the unique temperament of each class, which reflects the collective environment and atmosphere of a class. It is of great significance to the growth and development of students in all aspects. Many studies have found that the perception of organizational atmosphere will Influencing the relationship between individual social comparison and emotions, among which the competitive atmosphere is the focus of researcher's attention. Then, in the academic field, does the perception of class competition affect the relationship between social comparison and academic emotions? Based on the above questions, this research focuses on exploring the two-way relationship between social comparison and learning motivation, as well as the mediating role of academic emotions and the mediating role of perceiving class competition in the mediation model.

In present study, students from grade 1 to grade 2 in a high school in Ningxia Hui autonomous region took part in this longitudinal study. The study primarily examined the the cross-lagged relationship among social comparison, academic emotions and learning motivation; the mediated effect of academic emotions in the link between social comparison and leaning motivation and the moderated effect of perceived class competition in this mediation model. Following are the main results:

(1) There was a significant positive correlation between upward social comparison, positive high/low arousal emotions and learning motivation at T1, T2 and T3; There was a significant positive correlation between downward social comparison, negative low arousal emotions and learning motivation at T1, T2 and T3; There was a significant positive correlation between upward social comparison, negative-high arousal emotions at the same time point; There was a significant positive correlation between negative-high arousal emotions, learning motivation at the same time point.

(2) The cross-lagged effect showed that upward comparison, positive-high/low arousal predicted learning motivation positively; positive high arousal emotions predicted upward comparison positively.