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Exploring the antecedents and consequences of epistemic emotions

Published on Oct 1, 2019in Learning and Instruction 3.92
· DOI :10.1016/j.learninstruc.2019.05.006
Marianne Chevrier4
Estimated H-index: 4
(McGill University),
Krista R. Muis19
Estimated H-index: 19
(McGill University)
+ 2 AuthorsGale M. Sinatra36
Estimated H-index: 36
(SC: University of Southern California)
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Abstract
Abstract Across two studies, we evaluated a model that proposed relations between epistemic cognition, epistemic emotions, self-regulatory strategies, and learning of complex contradictory content. For Study 1, to capture epistemic cognition, epistemic emotions, and self-regulatory strategies, 114 undergraduate students thought out loud while reading conflicting texts about climate change. Protocol analysis revealed that epistemic aims, epistemic congruity, and appraisals of novelty and complexity of information served as antecedents to epistemic emotions. State-transition analyses revealed that curiosity increased the likelihood of metacognitive self-regulation, and that surprise decreased the likelihood of rehearsal and increased the likelihood of critical thinking. For Study 2, participants reported epistemic beliefs, read contradictory texts about climate change, reported emotions experienced while reading, and completed a knowledge assessment task. Path analyses revealed full mediation between epistemic beliefs, epistemic emotions, learning strategies and learning achievement. More constructivist beliefs about the complexity, uncertainty and justification of knowledge predicted more curiosity, less surprise, and less boredom. Curiosity, in turn, predicted critical thinking, knowledge elaboration and rehearsal strategies. Finally, critical thinking and rehearsal positively predicted learning achievement. Implications for research on epistemic cognition, epistemic emotions, and self-regulated learning are discussed.
  • References (95)
  • Citations (1)
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References95
Newest
Published on Dec 13, 2018in Topics in Cognitive Science 2.05
Edward Munnich7
Estimated H-index: 7
(USF: University of San Francisco),
Michael Ranney12
Estimated H-index: 12
(University of California, Berkeley)
Published on Nov 1, 2018in Journal of Educational Psychology 5.18
Jeffrey A. Greene25
Estimated H-index: 25
(UNC: University of North Carolina at Chapel Hill),
Brian M. Cartiff1
Estimated H-index: 1
(UNC: University of North Carolina at Chapel Hill),
Rebekah F. Duke2
Estimated H-index: 2
(UNC: University of North Carolina at Chapel Hill)
Correction Notice: An Erratum for this article was reported online in Journal of Educational Psychology on Sep 3 2018 (see record 2018-43394-001). In the article, there is an error in Table 7 which contained a production-related error. Overall N was listed as “1,9,319” when it should be “159,319.” All versions of this article have been corrected. Please see erratum for full description.] Epistemic cognition, defined as the ways that people acquire, justify, and use knowledge, has been a prominen...
Published on Jul 3, 2018in Educational Psychologist 5.96
Krista R. Muis19
Estimated H-index: 19
(McGill University),
Marianne Chevrier4
Estimated H-index: 4
(McGill University),
Cara A. Singh2
Estimated H-index: 2
(McGill University)
The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and SRL and then present a model of SRL that situates personal epistemology within that model. We then define epistemic emotions, describe under what conditions epistemic emotions arise, and delineate how these emotions may facilitate or constrain learning processes and learning outcomes. Specifically, we ...
Published on Sep 1, 2017in Child Development 5.02
Reinhard Pekrun54
Estimated H-index: 54
(LMU: Ludwig Maximilian University of Munich),
Stephanie Lichtenfeld14
Estimated H-index: 14
(LMU: Ludwig Maximilian University of Munich)
+ 2 AuthorsThomas Goetz17
Estimated H-index: 17
(University of Konstanz)
A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents’ development in mathematics (Grades 5–9; N = 3,425 German students; mean starting age = 11.7 years; representative sample). Structural equation modeling showed that positive emotions (enjoyment, pride) positively predicted subsequent achie...
Published on Aug 18, 2017in Cognition & Emotion 2.37
Reinhard Pekrun54
Estimated H-index: 54
(ACU: Australian Catholic University),
Elisabeth Vogl3
Estimated H-index: 3
(LMU: Ludwig Maximilian University of Munich)
+ 1 AuthorsGale M. Sinatra36
Estimated H-index: 36
(SC: University of Southern California)
ABSTRACTMeasurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 university students from the United States, Canada,...
Published on Jul 3, 2017in Journal of Experimental Education 2.92
Benjamin C. Heddy7
Estimated H-index: 7
(OU: University of Oklahoma),
Robert W. Danielson6
Estimated H-index: 6
(SC: University of Southern California)
+ 1 AuthorsJesse Graham24
Estimated H-index: 24
(SC: University of Southern California)
ABSTRACTThe purpose of this study was to explore whether conceptual change predicted emotional and attitudinal change while learning about genetically modified foods (GMFs). Participants were 322 college students; half read a refutation text designed to shift conceptual knowledge, emotions, and attitudes, while the other half served as a control group. The results suggest that the refutation text effectively facilitated change in conceptual knowledge, emotions, and attitudes. The hypothesized re...
Jeffrey A. Greene25
Estimated H-index: 25
(UNC: University of North Carolina at Chapel Hill),
Seung B. Yu3
Estimated H-index: 3
(UNC: University of North Carolina at Chapel Hill)
Proliferating information and viewpoints in the 21st century require an educated citizenry with the ability to think critically about complex, controversial issues. Critical thinking requires epistemic cognition: the ability to construct, evaluate, and use knowledge. Epistemic dispositions and beliefs predict many academic outcomes, as well as whether people use their epistemic cognition skills, for example, scrutinizing methods in science and evaluating sources in history. The evidence supporti...
Published on Feb 4, 2016
Helge I. Strømsø35
Estimated H-index: 35
,
Yvonne Kammerer14
Estimated H-index: 14
Published on Oct 1, 2015in Learning and Instruction 3.92
Krista R. Muis19
Estimated H-index: 19
(McGill University),
Reinhard Pekrun54
Estimated H-index: 54
(LMU: Ludwig Maximilian University of Munich)
+ 4 AuthorsBenjamin C. Heddy7
Estimated H-index: 7
(OU: University of Oklahoma)
Abstract We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany for Study 1, and 56 students from Canada for Study 2. For Study 1, students self-reported their epistemic beliefs about climate change, read four conflicting documents about the causes and consequences of climate change, self-reported their e...
Cited By1
Newest
Published on Jul 10, 2019in Asia-pacific Education Researcher 0.85
Nathan C. Hall28
Estimated H-index: 28
(McGill University)
In contrast to a burgeoning research literature on the role of emotions in learning and instruction in Western culture, research on how emotions impact student and teacher development in Asian countries is lacking. The present paper reviews seven publications included in the 2019 Special Issue of The Asia–Pacific Education Researcher examining the role of emotions in Asian learners and in Asian educators. Three studies conducted with Asian students across education levels (primary, secondary, po...