The purpose of this study was to develop a Meta-Affective Trait Scale (MATS) to measure the meta-affective inclinations related to emotions that students have while they are studying for their classes. First, a pilot study was performed with 380 10th-grade students. Results of the exploratory factor analysis supported a two-factor structure of the MATS, with 17 items and two dimensions (affective awareness and affective regulation). Second, in the validation study, the confirmatory factor analysis was carried out using data from 359 11th-grade students. Satisfactory fit indices were obtained, providing evidence for the reliability and validity of the scale. Finally, for further evidence, a correlational analysis was run. Results indicated positive and significant correlations between learning strategies and self-efficacy and the dimensions of the MATS. Consequently, the MATS can be employed by both researchers and teachers to assess students' meta-affective inclinations.