Objective To discuss the relationship between the academic emotion and motivation for achievement of middle school students of different grades and genders so as to provide basis for the conduct of research on the academic emotion.Method To select 279middle school students as the targets for research

and employ the questionnaire on the academic emotion of teenagers and the quantified diagram of motivation for achievement to examine the gender and grade differences in the academic emotion as well as the relationship between academic emotion and motivation for achievement of the middle schools students of the Guiyang city.ResultsThe scores of female middle school students on the passive high awakening and the motivation for achievement were（58.47±9.62）and（50.35±6.87）respectively

while the scores of male students of the same categories were（54.80±10.78）and（48.45±6.97）respectively.The numbers for the female students were higher than those of the male students

and the differences had statistical significance（P<0.01）.The first year middle school students had a higher number than the second and the third year students on the dimensions of passive high awakening

while The first year and the second year students had a higher number than the third year students on the dimensions of passive low awakening

and the differences had statistical significance（P< 0.01）.There was an apparent direct proportion between the active high awakening and the motivation for achievement（r=0.38

P<0.01）

while an evident direct proportion also existed between passive high and low awakenings and the motivation for avoiding failure（r being 0.36and 0.16

P<0.01）.Furthermore

active high awakening and the total scores of motivation for achievement also had a direct proportion（r=0.20

P< 0.01）.The two variables of passive high awakening and active high awakening in combination were able to predict the amount of change of the motivation for achievement that was 27.20%.The passive high awakening and passive low awakening had a notable influence on the motivation for avoiding failure.Conclusion Different genders differ in academic emotion and motivation for achievement.Different grades differ in academic emotion.Passive and active high awakenings have a predictive effect on the motivation for achievement.