Academic Emotions in Literacy Processes Among Fourth- and Fifth-Grade Students

• In Event: Emotions, Learning Outcomes, and Learning Processes: Intersections and Understandings

Abstract

The study investigated relations between academic emotions and literacy processes among a large sample of fourth and fifth grades students. The participants (N = 1,051) completed literacy assessment (i.e. reading fluency, vocabulary and reading comprehension), and self-report questionnaire of academic emotions related to language arts lessons in school. Results indicated that beyond vocabulary, reading fluency was significantly predicted by hopelessness, enjoyment, and pride. Anxiety had a positive direct relation with reading fluency, and an indirect negative effect, mediated by hopelessness and pride. Distribution of the sample by reading fluency levels revealed significant differences in ratings of negative and positive emotions and their inter-relations in struggling readers compared to typical readers. The results emphasize the importance of emotions in literacy learning.

Authors

• shira blicher, Haifa University

• michal shany, Haifa University

• Tami Katzir, Haifa University