Journal of Educational Psychology, Vol 118(6), Aug 2026, 869-888; doi:10.1037/edu0000976
This study investigated the trajectories of learning enjoyment and learning effort throughout primary and secondary schools in Germany. It also examined whether gender, migration background, and socioeconomic status (SES) predicted their initial level and change. We used two independent large-scale panel samples with longitudinal data on (a) parent-reported student enjoyment and effort from Grades 1 to 3 (three measurement occasions) and (b) student-reported enjoyment and effort from Grades 3 to 9 (seven measurement occasions). The data came from the German National Educational Panel Study and partially overlapped with the COVID-19 pandemic. Dyadic curve-of-factors models run on each sample separately revealed a decline in learning enjoyment and learning effort over time. The size of decline in the two characteristics was similar: 0.23–0.29 SD between Grades 1 and 3; 0.39–0.43 SD between Grades 3 and 9. Learning effort decreased gradually in both samples. Learning enjoyment decreased gradually in the first sample but showed a temporary increase after transition to lower secondary school (Grade 5) in the second sample. The results on group differences in the initial level and decline were mixed. We found some differences in the initial level of enjoyment and effort in favor of female students, students with a migration background, and students with high SES. The role of gender, migration background, and SES for the decline varied. The study provides further support for a decrease in school-related emotional and motivational functioning over primary and secondary schools. It also evidences the decline in enjoyment and effort over the pandemic. (PsycInfo Database Record (c) 2026 APA, all rights reserved)