Concept mapping is a practical approach to meaningful learning, and emotion is one of the most important factors that affect students' learning. However, few studies have focused on learners' emotions of concept mapping. This research aims to develop and verify a CM-ES and to investigate university students' emotions of concept mapping with the aid of this scale. A total of 88 freshmen participated in the study by attending a two-week thinking skills course provided by the researchers. The CM-ES translated and modified from the Academic Emotion Scale of Govaerts and Grégoire (2008) was used to collect the students' emotions of concept mapping. A five-dimensional scale, including "frustration," "anxiety," "shame," "enjoyment," and "hope," was obtained through exploratory factor analysis, and Cronbach's reliability coefficient indicates good reliability and validity of CM-ES. The result shows that the emotion of the students' concept mapping is relatively positive. The development of the CM-ES provides the researchers and educators with an effective tool to measure the emotion of concept mapping and helps researchers understand students' emotions when using concept maps.