摘要：This study investigated the occurrence and the effect of irritation during homework. Three hundred and eighty-five 9th- and 10th-grade French students filled out an open-ended questionnaire and a Likert-style survey on academic emotions, interest, and self-efficacy for eight subject areas. The results revealed that irritation was related negatively to both academic achievement and to interest and self-efficacy in math and physics-chemistry. Low-achieving students were more likely to give up on homework assignments when experiencing irritation. In a dynamic perspective of emotions over time, it was argued that boredom could be a predictor of irritation. Implications for future research on academic emotions are outlined.
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