Background: Research shows students’ positive achievement emotions are associated with a wide range of desirable learning outcomes (e.g., mastery goals, intrinsic motivation, and self-regulated learning). Using longitudinal studies, researchers also found the reciprocal reinforcing relationship between academic emotions and achievement. However, relevant research appears dominant in Western cultures. One of the possible reasons would be the length of the Achievement Emotion Questionnaire (232 items, AEQ, Pekrun et al., 2005) developed in the Western context. Psychometric properties and factor structure of Pekrun et al.'s AEQ in Canadian students were published in 2011. A short form of AEQ was recently published (96 items, Bieleke et al., 2021). However, the Chinese version remains unavailable, although some researchers selectively used it. Aims: Based on the original AEQ, this study focused on examining the full scale (75 items) of learning-related emotions in Chinese students and trying to provide a short form of LAEQ for promoting its use in Chinese students to assess their enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom. Doing so will add valuable empirical data to enrich emotion research beyond Western countries. Methods: Over 900 Chinese students in vocational education joined this survey study. Aside from descriptive analysis, a series of confirmatory factor analyses were performed. We used students’ self-report achievement to examine between-network validity.  Results: Reliabilities of all eight emotions, either for the full scale or a short form (40 items, sf-LAEQ) were acceptable for research purposes. Model fit indices of CFA model for each emotion and two competing models (with positive & negative vs. eight factors) were sufficient. Positive/negative emotions have positive/negative associations with academic achievement accordingly. Fit indices of all these CFA models of the sf-LAEQ are better than those of the full scale. The results also supported measurement invariance of sf-LAEQ across genders. We recommend the short form for future research to enrich LAEQ research by also including other control and value variables in the control-value theory.