Our study examines the effects of the quality of the learning environments at home and in preschool on affective-motivational aspects of learning in school (i.e. the enjoyment of learning und learning effort of students in the second grade of primary school) using data from the longitudinal study 'Educational Processes, Competence Development, and Selection Decisions at Preschool and Primary School Age (BiKS-3-10)'. Our research design was guided by a bio-ecological theoretical perspective (Bronfenbrenner & Morris, 1998), which focuses on the interrelation between the individual and his or her various environments as the 'engines of development' (p. 996). How these interactions affect children's development depends on characteristics of the individual child, the environmental context, and the time period in which these interactions occur. (author abstract)