Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions.
achievement emotion
cognitive incongruity
epistemic emotion
knowledge exploration
replication
within-person analysis
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2019
2019
Historique:
received:
22
07
2019
accepted:
21
10
2019
entrez:
30
11
2019
pubmed:
30
11
2019
medline:
30
11
2019
Statut:
epublish
Résumé
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,
Identifiants
pubmed: 31780990
doi: 10.3389/fpsyg.2019.02474
pmc: PMC6861443
doi:
Types de publication
Journal Article
Langues
eng
Pagination
2474Informations de copyright
Copyright © 2019 Vogl, Pekrun, Murayama, Loderer and Schubert.
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