学业情绪作为一种与教和学息息相关的非智力因素，它对于学生的学习和成长起着至关重要的作用。本研究以我国天津市某所中学的初中生及其父母作为研究对象，采用《青少年学业情绪问卷》、《养育倦怠评估量表（中文修订版）》、《工作家庭冲突量表（中文修订版）》为研究工具，探讨了初中生父母工作家庭冲突、养育倦怠和初中生学业情绪的特点，检验父母养育倦怠在父母工作家庭冲突与子女学业情绪中的中介作用。结果如下：（1）从性别差异分析结果来看，在积极学业情绪上男生显著高于女生，在消极学业情绪上女生显著高于男生；父亲的工作家庭冲突水平显著高于母亲；父母养育倦怠程度在父母角色之间没有显著差异。从年级差异分析结果来看，在积极学业情绪上，初一、初二、初三各年级之间的学业情绪有显著差异，依次递减；在消极学业情绪上，初一、初二、初三各年级之间的学业情绪有显著差异，依次递增。（2）父母工作家庭冲突与养育倦怠之间存在显著正相关；养育倦怠与消极高唤醒、消极低唤醒学业情绪显著正相关，与积极高唤醒、积极低唤醒学业情绪显著负相关；父母工作家庭冲突与消极高唤醒、消极低唤醒学业情绪存在显著正相关，父母工作家庭冲突与积极低唤醒情绪显著负相关，与积极高唤醒情绪不存在显著相关。（3）父母养育倦怠分别在父母工作家庭冲突与子女消极高唤醒、消极低唤醒学业情绪、积极低唤醒学业情绪之间起到完全中介作用。本研究教育启示如下：当父母养育倦怠水平较高时，一方面可能会导致他们忽略子女的心理需要，缺乏情感支持、关注和指导而使子女感到被忽视；另一方面他们可能无法有效地监督子女的行为和活动，从而使子女变得固执、不尊重规则和不负责任。这些都不利于青少年长久的情绪健康，也会间接影响到学业发展。因此对于父母来说，要尽可能使自己保持平衡、健康的状态，为子女提供必要的支持和关注。

Academic emotion, as a non-intellectual factor closely related to teaching and learning, plays a vital role in students' learning and growth. In this study, junior high school students and their parents in a middle school in Tianjin were taken as the research objects, and the "Adolescent Academic Emotion Questionnaire", "Parenting Burnout Assessment Scale (revised Chinese version)" and "Work-family Conflict Scale (revised Chinese version)" were used as the research tools to explore the characteristics of parents' work-family conflict, parenting burnout and academic emotion of junior high school students. To examine the mediating role of parenting burnout in parents' work-family conflict and children's academic emotions. The results are as follows: (1) From the analysis results of gender differences, boys were significantly higher than girls in positive academic emotions, while girls were significantly higher than boys in negative academic emotions; The level of work-family conflict of fathers is significantly higher than that of mothers. There was no significant difference in the degree of parental burnout between parental roles. From the analysis results of grade differences, in terms of positive academic emotions, there are significant differences among grade one, grade two and grade three in academic emotions, decreasing in turn; In the negative academic mood, the academic mood between the first, second and third grade has a significant difference, increasing in turn. (2) There is a significant positive correlation between parental work-family conflict and parenting burnout. Parenting burnout is positively correlated with negative high arousal and negative low arousal academic emotion, and negatively correlated with positive high arousal and positive low arousal academic emotion. There is a significant positive correlation between parental work-family conflict and negative high arousal and negative low arousal academic emotion, while there is a significant negative correlation between parental work-family conflict and positive low arousal emotion and no significant correlation with positive high arousal emotion.(3) Parenting burnout has a complete mediating effect between parents' work-family conflict and children's academic emotions.The educational implications of this study are as follows: when the level of parenting burnout is high, on the one hand, parents may ignore their children's psychological needs, lack emotional support, attention and guidance, and make their children feel neglected; On the other hand, they may not be able to effectively supervise their children's behaviour and activities, thus making them stubborn, disrespectful of rules and irresponsible. These are not good for the long-term emotional health of adolescents, and can indirectly affect their academic development. Therefore, it is important for parents to keep themselves as balanced and healthy as possible and provide necessary support and attention to their children.