This longitudinal study examined cross-lagged relations of self-concepts of ability and achievement emotions (i.e., enjoyment, boredom, anxiety) in two central school subjects (i.e., mathematics and literacy). Adolescents (N = 848) reported their achievement emotions and self-concepts of ability four times during Grades 6 and 7. The pattern of results was different for mathematics and literacy subjects. For mathematics the results of random intercept cross-lagged panel models showed a positive reciprocal relationship between self-concepts of ability and enjoyment and a negative reciprocal relationship between self-concept and anxiety. Lower self-concepts of ability in mathematics also predicted higher boredom in mathematics but not vice versa. For literacy, in turn, self-concept of ability did not predict any of the achievement emotions and emotions did not predict literacy self-concept of ability. The results suggest that achievement emotions act as sources as well as consequences of adolescents’ self-concepts of ability, particularly in mathematics.

这项纵向研究考察了两个中心学校科目（即数学和读写能力）中能力和成就情感（即享受，无聊，焦虑）的自我概念的交叉滞后关系。青少年（N = 848）在6年级和7年级期间四次报告了他们的成就感和能力自我概念。数学和识字科目的结果模式有所不同。对于数学，随机截距交叉滞后面板模型的结果表明，能力和享受的自我概念之间呈正向倒数关系，而自我概念与焦虑之间呈负向倒数关系。数学能力中较低的自我概念也预示着数学中的无聊性较高，反之则不然。而对于识字，能力的自我概念并不能预测任何成就情感，而情感也不能预测能力的扫盲自我概念。结果表明，成就情感不仅是青少年自我能力概念的源泉，也是青少年自我能力概念的后果，尤其是在数学领域。