Peer-Reviewed Publication
Br J Educ Psychol2026August 19, 2026Journal Article
Primary school students' achievement emotions in writing acquisition: Development of the AEQ-WEES and links to students' writing competencies and social integration over time.
Juliane Schlesier1, Simon Meyer2, Stephanie Lichtenfeld3, Tanja Jungmann4, Reinhard Pekrun5,6,7
1Research on Primary Education, Institute of Educational Research, University of Wuppertal, Wuppertal, Germany.
2Institute of Primary Education Research, Friedrich-Alexander University Erlangen-Nuremberg, Erlangen, Germany.
3Developmental Psychology in Educational Contexts, Institute for Psychology in Education and Instruction, University of Münster, Münster, Germany.
4Language and Communication and its Special Educational Promotion under Special Regard of Inclusive Educational Processes, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany.
5Department of Psychology, University of Essex, Colchester, UK.
6Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia.
7Department of Psychology, Ludwig-Maximilians-University of Munich, Munich, Germany.
Abstract
BACKGROUND: Acquiring writing skills poses not only cognitive but also emotional challenges for many primary school students. Although achievement emotions have received increasing research attention in recent years, little is known about how these emotions unfold during the process of writing acquisition and how they relate to both academic and social outcomes in early schooling.
AIMS: To addres…
Create a free account to keep reading
Free members get 10 full research views every month across publications, clinical trials, FDA clearances, adverse events, and NIH grants. No credit card required.
Want unlimited research access? See Pro plans