1. Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China; 2. Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China; 3. Institute of Moral Education, Psychology, and Spedcial Education, National Institute of Education Sciences, Beijing 100088, China
Abstract：Objective To explore the relationships among reading ability, academic self-efficacy, and academic emotions in primary school students. Methods A total of 343 pupils in grade three to five were measured for 3 months by using primary scholar Chinese reading ability scale, children academic emotions questionnaire, and academic self-efficacy scale. Results Reading ability significantly predicted two dimensions of academic emotions（positive-high arousal emotions and negative-low arousal emotions）. Academic self-efficacy played a part mediating role in the relationship between reading ability and negative-low arousal emotions. Academic self-efficacy could influence positive-high arousal emotions via academic self-efficacy across time point（T1 to T2）. Conclusion Reading ability influenced academic emotions through academic self-efficacy.
