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| Effects of pupils’ reading ability on academic emotions: mediating role of academic self-efficacy |
| JIA Jieying1,2, HOU Jinqin3, HE Xiaohe1,2, Lü Meijuan1,2, WENG Lijuan1,2, CHEN Zhiyan1 |
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 |
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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.
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