自从德国研究者Pekrun（2002）提出学业情绪的概念以来，越来越多中外研究者研究这一相关课题，并完善了学业情绪的相关理论和实践研究。学业情绪是指在教学或学习过程中，与学生学业相关的各种情绪体验，包括高兴、厌倦、失望、焦虑、气愤等。本研究者认为学业情绪不仅影响学生的学业表现，而且对他们的身心健康也有一定影响。在我国目前的社会环境中，与外出打工的父母一起生活的流动儿童这一弱势群体受到社会各界关注，特别是他们恶劣的生活环境、上学困难和学校软硬件差、新环境适应等问题。解决这些问题对帮助他们融入城市环境、获得更好的学校学习环境、得到更好的成长环境有促进作用。流通儿童自身无法改变家庭状况，我们希望有更多的外界力量来给予他们关注和帮助。　　　本研究试图从学业情绪这一微观角度来了解流动儿童，了解他们学业情绪状况，并对其不良学业情绪采用认知行为疗法进行干预，得出的结论如下：1. 面对复杂的家庭、社会、学校环境，流动儿童有着丰富的积极和消极学业情绪，总的来说，他们比普通儿童有着更多的消极学业情绪，他们自身积极学业情绪要多于消极学业情绪，消极学业情绪困扰着他们。2. 流动儿童的学业情绪受多种因素的影响，具体如下：（1）性别上。男女生学业情绪在消极低唤醒上存在显著差异，男生比女生更多地体验到消极低唤醒情绪，在积极高唤醒、积极低唤醒、消极高唤醒三个维度上差异不显著。（2）父母受教育程度上。父亲受教育程度在积极高唤醒、积极低唤醒、消极高唤醒三个维度上存在显著差异；母亲受教育程度在积极低唤醒、消极高唤醒、消极低唤醒三个维度上存在显著差异。（3）在家庭月收入上，月收入3千元以下、3千元到4千元、4千元到5千元、5千元到6千元、6千元以上五个等级在积极高唤醒、积极低唤醒、消极低唤醒三个维度上有显著差异。（4）来北京的年限上。在积极高唤醒维度上，来北京年限存在显著差异。（5对自己的教育期望上。在积极高唤醒、积极低唤醒、消极低唤醒三个维度上存在显著差异。3.我们通过认知行为疗法的团体辅导，试图提高流动儿童理性思考的能力，并鼓励他们把这种能力运用到学业情绪以外的生活和学习领域。对比实验组和控制组干预前后学业情绪水平，发现该干预方案能够显著改善流动儿童的消极学业情绪并维持其积极学业情绪。

Ever since Pekrun Reinhard （2002）,an Germany researcher, comes up with the concept of academic emotion, more and more researchers from in and abroad dedicate themselves to the program. They perfect the theory of academic emotion . They also do practice researches on it. Academic emotion is the kind of emotion which is related to students’ study, including happiness, tiredness, disappoint, anxiety, angry and so on. Academic emotion effects not only the students’ achievement in academic ,but also their mental health. In modern times in China , the group of temporary migrant children is growing bigger and bigger, bringing out more and more social issues, such as poor living environment, poor school conditions, difficulty in fitting in city live. It’s necessary to pay more attention to this vulnerable. We should help them to fit in city live, provide them a relatively good school conditions. The children themselves cannot do much to change.　　　　　We try to know more about the migrant children from the micro vision of academic emotion. We do a research on the state of their academic emotion. we practice an intervention study on their negative academic emotion by cognitive-behavior therapy. And we come to the conclusions as follows:　　　　　 Migrant children is rich in both positive and negative emotion. Though their positive emotion is much more than negative emotion, their negative emotion cannot be ignore.　　　　　 Migrant children’s academic is effected by many factors as follows:（1）In terms of gender, there is significant difference between boy and girl in positive low arousal, boys experience more negative low arousal emotion than girl.（2）In terms of parents’ education, there is significant difference in father’s education in positive high arousal emotion, in positive low arousal emotion, in negative high arousal emotion. There is significant difference in mother’s education in positive low arousal emotion, in negative high arousal emotion, in negative low arousal emotion.（3）In terms of month family earning , there is significant difference in positive high arousal emotion, in positive low arousal emotion, in negative low arousal emotion.（4）In terms of the year coming to BeiJing , in positive high arousal emotion, there is no significant difference between 2 years and 4 years, but there is between 2 years and 5 five years or more, between 4 years and five years or more..（5）In terms of self-expecting education, there is significant difference in positive high arousal emotion, in positive low arousal emotion, in negative low arousal emotion.　　　　　3.by group therapy of cognitive-behavior therapy, we try to improve their ability of rational thinking, and encourage them applying it in their study and life. Comparing the experimental group with the control group, we find that the intervention program can improve their negative emotion and maintain their positive.