Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change☆

Muis, Krista R.; Sinatra, Gale M.; Pekrun, Reinhard; Winne, Philip H.; Trevors, Gregory; Losenno, Kelsey M.; Munzar, Brendan

doi:10.1016/j.cedpsych.2018.10.001

Cited by 48 publications

(36 citation statements)

References 53 publications

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“…Epistemic emotions drive knowledge acquisition about the self and the world and are of critical importance for knowledge generation, conceptual change, and cognitive performance (Brun et al, 2008; Morton, 2010; Pekrun and Stephens, 2012; Muis et al, 2018a, b). More specifically, surprise can prompt interest, curiosity and confusion (Berlyne, 1954, 1960; Loewenstein, 1994; Renninger and Hidi, 2016; Vogl et al, 2019).…”

Section: Outcomes Of Epistemic and Achievement Emotionsmentioning

confidence: 99%

“…However, the body of research for some epistemic emotions (e.g., confusion) is still sparse and ambiguous (e.g., D’Mello et al, 2014; 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). Furthermore, 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.…”

Section: Introductionmentioning

confidence: 99%

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Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions

et al. 2019

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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.

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Section: Outcomes Of Epistemic and Achievement Emotionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions

et al. 2019

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“…We may hypothesize that the large effect in Grades 3/4 may be related to younger students' tendency to report what was read in text rather than what they actually did. While many studies have confirmed the effectiveness of refutation texts to enhance conceptual change in science education (Diakidoy et al, 2003;Braasch et al, 2013;Muis et al, 2018;Beker et al, 2019), our study referred to the effectiveness of a refutation text in the area of LS.…”

Section: Predictors Of Reporting Corls Use In Word Memorization Taskmentioning

confidence: 96%

Effects of Prior Knowledge on Comprehending Text About Learning Strategies

et al. 2021

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Good knowledge and skills in using different learning strategies is important for learning with understanding and even more critical during distance learning. Findings indicate that students tend to use and value ineffective learning strategies, thus there is need to educate students. This study aimed to analyze the possibility of using refutation text on learning strategies that students can study independently. The study examined how reported use of learning strategies and preexisting beliefs about the effectiveness of rehearsal and comprehension-oriented strategies relate to the comprehension of text about learning strategies, and how text comprehension is related to later use of strategies and the completion of learning tasks. Participants included 2,706 students from primary school (Grades 3 and 4) and 3,782 students from the end of middle school (Grade 9) across Estonia. Students’ learning strategies and learning outcomes were assessed via a web-based word list memorization task with follow-up questions. Students were asked to read a written text that was specifically developed to explain the advantages of abstract grouping. Text comprehension was assessed using multiple-choice questions. SEM models were used to answer the research questions. At both school levels, valuing comprehension-oriented learning strategies enhanced text comprehension, suggesting that prior beliefs are important to fully understand written text. In addition, student beliefs and text comprehension also increased use of more advanced strategies. However, students who used comprehension-oriented strategies showed ambiguous improvements in word memorization performance. These findings emphasize that reading about complex topics may be a starting point for learning, but should be followed up with additional discussions, examples, demonstrations, and practice.

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“…With few notable exceptions, empirical research on refutations largely supports this theoretical account. At the point of contradicting a misconception, refutations are found to trigger cognitive conflict and epistemic emotions of surprise, curiosity, and confusion (Kendeou et al, 2019;Kendeou et al, 2013;Trevors, 2021;Trevors et al, 2017), which are associated with detecting and resolving knowledge inconsistencies via greater informational seeking, critical thinking, and elaborative learning processes (D'Mello et al, 2014;Foster & Keane, 2019;Muis, Chevrier, et al, 2018;Muis, Sinatra, et al, 2018). Refutations are associated with higher levels of epistemic judgements regarding the plausibility, credibility, and quality of refutational evidence, which in turn predict revising incorrect beliefs (Flemming et al, 2020;Lombardi et al, 2016;Muis et al, 2020).…”

Section: Belief Change Via Refutation Textmentioning

confidence: 97%

It’s Contagious! The Effects of Gamifying Refutation Texts on Emotions and Learning

Trevors¹

2021

Preprint

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The current study investigated the effects of gamifying refutations on emotions and learning. Refutations have a substantial body of evidence supporting their use to correct misconceptions, yet reduced efficacy has been observed for some topics that induce negative emotional reactions. We tested whether gamification could mitigate these limits given that it capitalizes on positive affective engagement. From May to December 2020, approximately 200,000 individuals were recruited from social media in Canada to engage with a non-game interactive survey as a control or a fully gamified platform focused on correcting COVID-19 misconceptions. Gamification resulted in higher levels of happiness and anxiety and lower levels of anger and skepticism in response to having misconceptions corrected by refutations. Further, participants who engaged with gamified refutations retained correct information after a brief period. Finally, positive emotions and anxiety positively predicted and negative emotions largely negatively predicted retention and support for related public health policies. Implications for scaling up and reinforcing the benefits of refutations for public engagement with science are discussed.

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Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change☆

Cited by 48 publications

References 53 publications

Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions

Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions

Effects of Prior Knowledge on Comprehending Text About Learning Strategies

It’s Contagious! The Effects of Gamifying Refutation Texts on Emotions and Learning

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