{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,19]],"date-time":"2026-10-19T21:26:24Z","timestamp":1792445184348,"version":"4.5.0"},"reference-count":79,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,8,19]],"date-time":"2026-08-19T00:00:00Z","timestamp":1787097600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,8,19]],"date-time":"2026-08-19T00:00:00Z","timestamp":1787097600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["bpspsychub.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brit J of Edu Psychol"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>\n                      To address this gap, the present study introduces the newly developed\n                      <jats:italic>Achievement Emotions Questionnaire\u2014Writing in Early Elementary School<\/jats:italic>\n                      (AEQ\u2010WEES), which is designed to assess students' emotions in early writing acquisition and validates the instrument. Utilizing a longitudinal design with two assessment points over the course of one school term, we further examined the extent to which students' emotions are associated with their achievement (alphabetic, grapheme\u2010related and orthographic writing competencies) as well as with their social integration at school, controlling for gender, socioeconomic status and grade level.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Sample<\/jats:title>\n                    <jats:p>\n                      The sample comprised 535 primary school children (\n                      <jats:italic>M<\/jats:italic>\n                      <jats:sub>age<\/jats:sub>\n                      \u2009=\u20097.18\u2009years, SD\u2009=\u20092.50; 48.6% boys).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Exploratory and confirmatory factor analyses were conducted for scale validation and latent structural equation models (LSEMs) were calculated to investigate associations over time.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The AEQ\u2010WEES exhibits excellent psychometric properties. The LSEMs further show that both anger and anxiety are negatively related to almost all of students' writing competencies over time when adjusting standard errors for schools, whereas only anxiety in writing acquisition is negatively related to social integration. Additionally, SES emerged as a significant factor associated with students' writing skills. Several relationships were significant when standard errors were corrected for school\u2010level clustering; however, these relationships were no longer significant when standard errors were adjusted for class\u2010level clustering.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The findings highlight the close links between students' emotions, social integration and writing competencies.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.70118","type":"journal-article","created":{"date-parts":[[2026,8,19]],"date-time":"2026-08-19T12:20:05Z","timestamp":1787142005000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Primary school students' achievement emotions in writing acquisition: Development of the\n                    <scp>AEQ<\/scp>\n                    \u2010\n                    <scp>WEES<\/scp>\n                    and links to students' writing competencies and social integration over time"],"prefix":"10.1111","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1873-2520","authenticated-orcid":false,"given":"Juliane","family":"Schlesier","sequence":"first","affiliation":[{"name":"Research on Primary Education, Institute of Educational Research University of Wuppertal  Wuppertal Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7095-4649","authenticated-orcid":false,"given":"Simon","family":"Meyer","sequence":"additional","affiliation":[{"name":"Institute of Primary Education Research Friedrich\u2010Alexander University Erlangen\u2010Nuremberg  Erlangen Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3485-9078","authenticated-orcid":false,"given":"Stephanie","family":"Lichtenfeld","sequence":"additional","affiliation":[{"name":"Developmental Psychology in Educational Contexts, Institute for Psychology in Education and Instruction University of M\u00fcnster  M\u00fcnster Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8530-2857","authenticated-orcid":false,"given":"Tanja","family":"Jungmann","sequence":"additional","affiliation":[{"name":"Language and Communication and its Special Educational Promotion under Special Regard of Inclusive Educational Processes Carl von Ossietzky University of Oldenburg  Oldenburg Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4489-3827","authenticated-orcid":false,"given":"Reinhard","family":"Pekrun","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Essex  Colchester UK"},{"name":"Institute for Positive Psychology and Education, Australian Catholic University  North Sydney New South Wales Australia"},{"name":"Department of Psychology Ludwig\u2010Maximilians\u2010University of Munich  Munich Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,8,19]]},"reference":[{"issue":"25","key":"e_1_2_12_2_1","first-page":"78","article-title":"Modelle des Schriftspracherwerbs: Eine kritische Bestandsaufnahme [models of writing acquisition: A critical review]","volume":"13","author":"Becker T.","year":"2008","journal-title":"Didaktik Deutsch"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022\u20100663.94.2.291"},{"key":"e_1_2_12_4_1","first-page":"437","volume-title":"International handbook of emotions in education","author":"Bohn\u2010Gettler C. 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