Objective To explore the relationships among reading ability, academic self-efficacy, and academic emotions in primary school students. Methods A total of 343 pupils in grade three to five were measured for 3 months by using primary scholar Chinese reading ability scale, children academic emotions questionnaire, and academic self-efficacy scale. Results Reading ability significantly predicted two dimensions of academic emotions （positive-high arousal emotions and negative-low arousal emotions）. Academic self-efficacy played a part mediating role in the relationship between reading ability and negative-low arousal emotions. Academic self-efficacy could influence positive-high arousal emotions via academic self-efficacy across time point （T1 to T2）. Conclusion Reading ability influenced academic emotions through academic self-efficacy.

目的 探讨小学生阅读能力、学业效能感与学业情绪的关系。方法 采用小学语文阅读能力测评量表、小学生学业情绪问卷和学业效能感量表，对343名三至五年级的小学生进行了历时3个月的追踪研究。结果 小学生阅读能力可以显著预测学业情绪的积极高唤醒和消极低唤醒维度；学业效能感在阅读能力与学业情绪消极低唤醒之间起部分中介作用，在阅读能力与积极高唤醒之间起跨时间点的中介作用。结论 小学生阅读能力可以通过学业效能感影响学业情绪。