本研究以初中生为研究对象，探讨学生感知到的与数学有关的班级环境、数学学业自我概念和数学学业情绪之间的关系。在研究一中，通过对以往文献的整理和参照，修订了针对初中生的《数学学业情绪问卷》，对其测量学指标进行了考查，表明其具有良好的信效度，并使用此工具对1008名初中的数学学业情绪情况进行了考查。研究二以1008名初中生为被试，对学生感知到的与数学有关的班级环境、数学学业自我概念及数学学业情绪之间的关系进行了探讨，得到以下结论：1.《初中生数学学业情绪量表》包含四个维度，分别是积极高唤醒情绪、积极低唤醒情绪、消极高唤醒情绪、消极低唤醒情绪。经数据分析和修订，量表具有较好的信效度。2.整体来看，初中生在数学学科上的积极学业情绪高于消极学业情绪，四个维度相比，积极高唤醒情绪>积极低唤醒情绪>消极高唤醒情绪>消极低唤醒情绪。3.性别、年级对初中生数学学业自我概念和数学学业情绪影响的主效应显著，交互作用不显著。4. 初中生所感知到的与数学有关的班级环境可以分为两类：团结型和一般型。团结型班级里的学生，数学学业自我概念已经在数学积极学业情绪要显著高于一般型班级里的学生。在数学学科上的消极学业情绪显著低于一般型班级里的学生。5. 班级环境能够显著预测数学学业自我概念和数学学业情绪，数学学业自我概念在班级环境和数学学业情绪之间起中介作用。其间接效应小于直接效应。6. 在一般型的班级里，班级平均数学成绩会在个人数学成绩与积极高唤醒学业之间起调节作用，产生“大鱼小池塘效应”。在团结型的班级里并不存在这种效应。班级环境与班级平均成绩对于积极高唤醒情绪存在交互作用。

The purpose of this study is to examine the relationship of the classroom environment，academic self-concept and academic emotion of mathematics. In the 1st study, "Academic Emotion Questionnaire-Mathematics” for junior high school students is revised by the collation of past literature. Both the reliability and validity of the questionnaires reach the Psychometric require. 1008 middle school students’ math academic emotions were examined. In the 2nd Study, the relationship of the classroom environment perceived by 1008 junior high students, mathematics academic self-concept and academic emotions were discussed ,and we got the following conclusions: 1. Overall, the positive academic emotions of junior high school students in mathematics is significantly higher than negative academic emotions. positive-high arousal emotions> positive-low arousal emotions> negative-high arousal emotions> negative-low arousal emotions. 2. The main effect of grade and gender is significant in academic emotion and academic self-concept, the interaction was not significant. 3 Junior high school students perceived mathematics concerned with the environment can be divided into two types：the cohesive type and the general type. Students in the cohesive class had a higher academic self-concept and positive academic emotions, and lower negative emotions.4. Classroom environment can significantly predict academic self-concept of mathematics and mathematics academic emotions. Mathematics academic self-concept functioned a mediate role between the classroom environment and academic emotions. The indirect effect is less than the direct effect. 5. “The Big Fish Little Pond Effect” was found positive-high arousal emotions in the general type of the class but not found in the cohesive type. Classroom environment functioned moderating effect between academic achievement and high arousal emotions. KEY WORDS：academic emotion，academic self-concept，classroom environment，the Big-Fish-Little-Pond Effect.