Abstract
Recent empirical studies support the interaction between achievement emotions with school performance. Situational as well as individual factors were found to have an impact on these emotions. In grade 4, the approaching transition to secondary school is a particularly important event and is associated with specific further events, such as school reports. During the year 2019/2020, the Covid-19-induced lockdown, in Germany associated with distance learning, was also an event that might be of impact. The present paper explores the question of how emotional experiences develop from the end of 3rd to the end of 4th grade as a function of school-year-specific as well as individual factors. In a longitudinal questionnaire study, 225 students in Bavaria rated their subject-related emotions and their emotions towards the upcoming transition. In general the results show that the students experience a positive pattern of emotions. The distance learning is accompanied by significant changes in students’ emotional experiences. School performance and, to some extend the individual factors gender and migration background, have a significant impact on the emotional experiences as well as changes in these emotional experiences. The results are discussed and further research desiderata are identified.