Lei, Weng TongWeng TongLei31/12/201231/12/2012201220122012http://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=173371&query_desc=an%3A27362https://dspace.usj.edu.mo/handle/123456789/4495Researches have shown that academic emotions have a vital role in the process of students’ learning, from their motivation, goal adoption, academic engagement to school performance. It is therefore imperative to know what influences academic emotions. This study is aimed to investigate what features of classroom environment affect certain academic emotions. Data from Chinese Secondary School students (N=631) were collected and subjected to series of multiple regression analyses. Results showed that academic enjoyment was positively predicted by commitment to school, opportunities, rewards, student-student relationship, and student-teacher relationship. Pride was positively predicted by commitment to school, opportunities, rewards, and student-student relationship. Moreover, anger was negatively predicted by commitment to school, opportunities, rewards, student-teacher relationship, and awareness or reporting while shame was positively predicted by commitment to school. The findings highlight the role of school environment to students’ emotional experiences in the classroom.enUniversity of Saint JosephThesis and Dissertations Master of Couselling and Psychotherapy (MCP)Master Thesis