Emotions are ever-present in academic settings and can significantly influence learning and achievement. Since the classroom is an emotional place, students often experience emotions in school. This study determined the effect of academic emotions in academic settings such as attending class, studying lesson, and taking test/exam towards academic performance to find remedies and effective measures aim to yield an intervention program to improve the learning experience of the students. Descriptive-correlational and descriptive- comparative research design has used in this study. Stratified random sampling was employed. The researcher collected data using an adopted questionnaire from Achievement Emotions Questionnaire. A total of 185 Grade 12 Senior High School Students were involved. Data were analyzed using the Descriptive Analysis, Multiple Linear Regression Analysis, Pearson Correlation Analysis, t-Test, and ANOVA. The study established that there was a significant relationship between the academic emotions and academic performance of the senior high school students. Results also revealed that as the level of academic emotions at attending class, studying lesson and taking test/exam increases, the academic performance of the students also increases. 12.8% of the variability is accounted for by the model with predictors comprising a level of academic emotions in studying lessons and level of academic emotions in taking test/exam. Data provide enough evidence of the regression model significantly predicts the dependent variable at a=0.01. To fortify and promote the emotional self-management of the students, an Intervention Program has offered.