Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales
Abstract
Measurement 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, and Germany). The findings document the reliability, internal validity, and external validity of the instrument. A seven-factor model best fit the data, suggesting that epistemically-related emotions should be conceptualised in terms of discrete emotion categories, and the scales showed metric invariance across the North American and German samples. Furthermore, emotion scores changed over time as a function of conflicting task information and related significantly to perceived task value and use of cognitive and metacognitive learning strategies.
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Predicting has repeatedly been shown to reliably induce both curiosity and surprise.
“predicting has repeatedly been shown to reliably induce both curiosity and surprise, which can be classified as epistemic emotions (Pekrun et al., 2017).”
From Predicting as a learning strategy (2021) · cites this paper as Pekrun et al., 2017
Control-value theory describes how academic emotions codetermine achievement behaviors.
“Control-value theory (Pekrun, 2006;Pekrun et al., 2017) describes how such emotions codetermine what are termed achievement behaviors-behaviors that are conducive to the achievement of academic goals.”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Pekrun et al., 2017
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- Authors
- Pekrun, R., Vogl, E., Muis, K. R., & Sinatra, G. M.
- Affiliations
- Ludwig-Maximilians-Universität München (DE)
- McGill University (CA)
- University of Southern California (US)
- Corresponding author
- Pekrun, Reinhard
- Venue
- Cognition and Emotion
- Publisher
- Informa UK Limited
- Published
- 2016-07-22
- Volume
- 31
- Issue
- 6
- Pages
- 1268-1276
- ISSN
- 0269-9931 (ISSN-L)
- 1464-0600
- OpenAlex
- W2484079420
- Cited by
- 373
- References
- 26
- Citations by year
- 2026: 51 · 2025: 68 · 2024: 51 · 2023: 47 · 2022: 45 · 2021: 39 · 2020: 23 · 2019: 27 · 2018: 16 · 2017: 5 · 2016: 1
- FWCI
- 23.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Cognition & Emotion (publishedVersion)
- PubMed (publishedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Funders
- University of Munich (VII.1-H172.10)
- Social Sciences and Humanities Research Council of Canada (SSHRC 410-2011-0182)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Keywords
- emotion measurement, surprise, curiosity, enjoyment, confusion, anxiety, frustration, boredom, metacognitive strategies, cognitive strategies, perceived task value, metric invariance, scale validation
- MeSH terms
- Adult, Cognition, Emotions, Female, Humans, Male, Models, Psychological, Psychometrics, Surveys and Questionnaires, Young Adult
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