Abstract
Research has started to acknowledge the importance of emotions for complex learning and cognitive performance. However, research on epistemic emotions has only recently become more prominent. Research in educational psychology in particular has mostly focused on examining achievement emotions instead of epistemic emotions. Furthermore, only few studies have addressed functional mechanisms underlying multiple different epistemic emotions simultaneously, and only one study has systematically compared the origins and effects of epistemic emotions with other emotions relevant to knowledge generation (i.e., achievement emotions; Vogl et al., 2019). The present article aimed to replicate the findings from Vogl et al. (2019) exploring within-person interrelations, origins, and outcomes of the epistemic emotions surprise, curiosity, and confusion, and the achievement emotions pride and shame, as well as to analyze their robustness and generalizability across two different study settings (online; Study 1, n = 169 vs. lab; Study 2, n = 79). In addition, the previous findings by Vogl et al. (2019, Study 3) and the present two new studies were meta-analytically integrated to consolidate evidence on origins and outcomes of epistemic emotions. The results of the two new studies largely replicated the findings by Vogl et al. (2019). Combined with the meta-analytic results, the findings confirm distinct patterns of antecedents for epistemic vs. achievement emotions: Pride and shame were more strongly associated with the correctness of a person’s answer (i.e., accuracy), whereas surprise, curiosity, and confusion were more strongly related to incorrect responses a person was confident in (i.e., high-confidence errors) producing cognitive incongruity. Furthermore, in contrast to achievement emotions, epistemic emotions had positive effects on the exploration of knowledge. Implications for research and practice are discussed.
Highlights
Research has started to acknowledge the importance of emotions for complex learning and cognitive performance, research on epistemic emotions, such as confusion, has only recently become of interest (e.g., D’Mello et al, 2014; Muis et al, 2015a; Arguel et al, 2019; Fayn et al, 2019; Vogl et al, 2019)
Origins of Epistemic and Achievement Emotions (Model 1) Results for Model 1 are displayed in Tables 2, 3
We found the same patterns of antecedents for epistemic emotions and achievement emotions as Vogl et al (2019): High-confidence errors positively predicted epistemic emotions, whereas success and failure predicted achievement emotions (Pekrun, 2018)
Summary
Research has started to acknowledge the importance of emotions for complex learning and cognitive performance (see e.g., Angie et al, 2011), research on epistemic emotions, such as confusion, has only recently become of interest (e.g., D’Mello et al, 2014; Muis et al, 2015a; Arguel et al, 2019; Fayn et al, 2019; Vogl et al, 2019). Vogl et al (2019) is one of only a handful of extant studies addressing several epistemic emotions simultaneously to investigate their joint origins and effects (D’Mello and Graesser, 2012; Muis et al, 2015a,b, 2018b; Pekrun et al, 2017b; Trevors et al, 2017; Di Leo et al, 2019). To our knowledge, it is the first study that systematically compared origins and effects of these emotions with other emotions relevant to learning and knowledge generation (i.e., achievement emotions) and that used a within-person analytic approach to do so
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