This empirical study focuses on students’ development of positive and negative achievement emotions during the first year and the beginning of the second year of secondary school. Using multilevel growth curve modelling, the development of the achievement emotions enjoyment, pride, anxiety, hopelessness and boredom during class in general was investigated. Data from 584 students (taken at three different time points during the first year and the beginning of the second year of secondary school in Germany) was analysed by controlling for gender and the type of school. The results confirm the main assumption: positive achievement emotions decline, whereas negative achievement emotions increase after transition to secondary school. The assumption regarding the effects of type of school was also confirmed: students entering a higher track school (German Gymnasium) experience more positive achievement emotions than students in middle track schools (German Realschule) do. However, the decline in these achievement emotions in higher track schools is comparatively worse than for students in middle track schools. The results are discussed with regard to students’ further studies, as well as the wider educational implications.

这项实证研究侧重于学生在中学第一年和第二年初的积极和消极成就情绪的发展。使用多级成长曲线模型，研究了整个课堂上成就感，愉悦感，自尊心，焦虑感，绝望感和无聊感的发展。通过控制性别和学校类型，分析了584名学生的数据（在德国中学的第一年和第二年初在三个不同的时间点获取）。结果证实了主要假设：中学毕业后，积极的成就感情绪下降，而负面的成就感情绪增加。关于学校类型的影响的假设也得到了确认：进入高等学校（德国体育馆）的学生比中等学校（德国Realschule）的学生体验更多积极的成就感。但是，相对于初中学生而言，高等学校中这些成就感的下降相对更糟。讨论的结果涉及学生的继续学习以及更广泛的教育意义。