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The purpose of this study is to investigate the relationship between academic emotions and academic adjustment of Yemeni international students in Chinese universities.In addition,academic emotions and academic adjustment are examined with respect to gender,martial statues,level of study,length of stay in China,language of instruction,Chinese and English Proficiency level,source of study sponsorship,and plans after completing a degree in China.Data is collected online from 450 college students from different univariates all over China.Data collection instruments are Academic Emotions Questionnaire（AEQ）,and Academic Adjustment Scale（AAS）are adapted by the researcher.The inferential statistics t-test for one-sample and descriptive statistics are used to identify the level and kinds of academic emotions and academic adjustment.Pearson Correlation Coefficient is used to identify the relationship between academic emotions and academic adjustment.Multivariate Test is used to find if there were no statistically significant differences regarding the academic emotions and the academic adjustment of Yemeni international students in China based on their demographic characteristics.The results of the study show that there are statistically significant relationships between Yemeni international students’ academic emotions and academic adjustment in the overall and sub-scales of the questionnaires.Pearson Correlation Coefficient results indicate\ that higher levels of positive emotions（enjoyment,pride,hope）are correlated positively with higher levels of academic adjustment.Yet,higher levels of negative emotions（anger,hopelessness,boredom）are correlated with lower levels of academic adjustment.Multivariate Analysis of Variance results show that there are no statistically significant differences regarding the academic emotions and the academic adjustment based on students ‘demographic characteristics.In conclusion,the present study contributes to the literature of international students’ adjustment by examining the relationship between academic emotions and academic adjustment.The results also indicate that academic emotion and adjustment are highly related,but in different ways depending on the type of emotions and adjustment.Moreover,this study is one of the first studies to examine how Yemeni international students’ academic emotions interacts with academic adjustment and how they affect students based on some factors related to their demographic characteristics.Practical implications include a call for a need to provide Chinese universities,and teachers with more specific strategies and techniques to support Yemeni international students to adjust well at Chinese universities as these students are coming from a conflict-affected country.