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<p>Children’s social-emotional experience plays a&#xa0;crucial role for their learning processes during the initial stages of primary education. Previous research highlights close links between cognitive and social-emotional competencies, but so far, little is known regarding children’s perception of their social-emotional experiences and teachers’ appraisals of these experiences. In a&#xa0;longitudinal quantitative study involving <i>N</i> = 296 first-grade students and their 20&#xa0;class teachers, we assessed students’ enjoyment, fear, and boredom as well as their social experience in the class at three measurement points. Analyses of variance show slight decreases in students’ enjoyment and feeling of social integration over the duration of the study. These findings stress the importance of social experience for positive emotional experiences and the need for supporting teachers’ diagnostic competencies to accurately perceive social-emotional processes.</p>

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Wie sich Grundschulkinder in ihrer Klasse fühlen – und was Lehrkräfte wahrnehmen: Sozial-emotionale Entwicklungen im Anfangsunterricht

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月3日

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  • B. Lenzgeiger,
  • S. Meyer,
  • M. Stark,
  • M. Hess

摘要

Children’s social-emotional experience plays a crucial role for their learning processes during the initial stages of primary education. Previous research highlights close links between cognitive and social-emotional competencies, but so far, little is known regarding children’s perception of their social-emotional experiences and teachers’ appraisals of these experiences. In a longitudinal quantitative study involving N = 296 first-grade students and their 20 class teachers, we assessed students’ enjoyment, fear, and boredom as well as their social experience in the class at three measurement points. Analyses of variance show slight decreases in students’ enjoyment and feeling of social integration over the duration of the study. These findings stress the importance of social experience for positive emotional experiences and the need for supporting teachers’ diagnostic competencies to accurately perceive social-emotional processes.