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<p>Achievement emotions play a&#xa0;crucial role in the acquisition of reading skills and are closely related to early social experiences. In light of declining reading competencies and a&#xa0;limited body of research on emotions, particularly in the domain of literacy development in primary education, the present study examined the development of enjoyment, pride, anxiety, and anger during early reading instruction, as well as their association with social integration in the classroom. In this quantitative longitudinal study, <i>N</i> = 487 first-grade students from Bavarian primary schools were surveyed at two measurement points during the first half of the school year using the <i>Achievement Emotions Questionnaire—Reading Early Elementary School</i> (AEQ-REES). The instrument demonstrated scalar measurement invariance. A&#xa0;Cross-Lagged Panel Model revealed high temporal stability of the emotional constructs. In addition, higher social integration predicted greater subsequent enjoyment and lower subsequent anger related to reading. These findings are discussed with regard to their implications for practice-oriented interventions aimed at fostering emotional and social development in early reading education.</p>

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Erfassung von Lern- und Leistungsemotionen beim Lesenlernen im Anfangsunterricht der Grundschule

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月8日

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  • Simon Meyer,
  • Juliane Schlesier,
  • Maria Weigl,
  • Stephanie Lichtenfeld

摘要

Achievement emotions play a crucial role in the acquisition of reading skills and are closely related to early social experiences. In light of declining reading competencies and a limited body of research on emotions, particularly in the domain of literacy development in primary education, the present study examined the development of enjoyment, pride, anxiety, and anger during early reading instruction, as well as their association with social integration in the classroom. In this quantitative longitudinal study, N = 487 first-grade students from Bavarian primary schools were surveyed at two measurement points during the first half of the school year using the Achievement Emotions Questionnaire—Reading Early Elementary School (AEQ-REES). The instrument demonstrated scalar measurement invariance. A Cross-Lagged Panel Model revealed high temporal stability of the emotional constructs. In addition, higher social integration predicted greater subsequent enjoyment and lower subsequent anger related to reading. These findings are discussed with regard to their implications for practice-oriented interventions aimed at fostering emotional and social development in early reading education.