关键词: 小学生, 识字量, 学业情绪, 交叉滞后分析

Abstract: This research used the primary school students’ academic emotions questionnaire, primary school students’ literacy test question bank and evaluation scale to test 318 primary school students with a time span of half a year. The cross-lagged method used to analyze the two data to explore the relationship between the amount of literacy and academic emotions of primary school students. The results indicated that (1) the amount of literacy of primary school students was positively related to positive academic emotions, and the amount of literacy of primary school students was negatively related to some negative academic emotions. (2) The results of the cross-lagged regression analysis showed that positive low arousal emotion in academic mood had a significant positive predictive effect on primary school students' literacy, and conversely, literacy could also positively predict positive low arousal emotion. The above results indicated that primary school students holding calm and relaxed positive emotions can help increase the amount of literacy.

Key words: academic emotions, the amount of literacy, primary school students, cross-lagged regression analysis