本研究基于 EMPATHICS 模型考察四名外语学科博士研究生的学习幸福感。数据主要来自深半结构访谈，研究发现：1）博士研究生的主观幸福感受学习动机影响，表现为满足求知欲后的愉悦感和完成学业带来的满足感；心理幸福感主要来自学术成长、毅力的培养和思维格局的提升；社会幸福感源于社会互动带来的社会价值实现。2）四名博士通过克服负面情绪和良性社会互动实现心理幸福感和社会幸福感。不同幸福感之间的互动受到 perezhivanie 的影响也形成新的 perezhivanie。本文最后指出博士生培养应关注负面情绪调节和人际互动，以提升其幸福感。

Based on the EMPATHICS model, this study investigated the foreign language learning well-being of four doctoral candidates. The data mainly came from in-depth semi-structural interviews. The findings are as follows: 1)doctoral candidates’ subjective well-being directly hinged on learning motivation and was mainly manifested as the pleasure derived from aspiration for knowledge and the satisfaction from completion of academic tasks. The psychological well-being mainly came from the academic growth, the cultivation of perseverance and the improvement of thinking pattern. Social well-being was derived from the actualization of social value emerging from social interaction. 2)Four doctoral candidates achieved psychological well-being and social well-being by overcoming negative emotions and establishing positive social interaction. The transformation between different types of well-being was influenced by doctoral candidates perezhivanie (lived / emotional experience)as well as indicative of a new perezhivanie. Finally, this study concludes by pointing out the importance of heightening doctoral candidates well-being by regulating negative emotions and enhancing interpersonal interaction.