The Role of Epistemic Emotions in Mathematics Problem Solving

• In Event: Epistemic Emotions: Their Role in Self-Regulated Learning and Learning Outcomes

Abstract

In contemporary educational research, theorists define emotions as multifaceted phenomena that involve cognitive, affective, physiological, motivational, and expressive processes (Scherer, 2000). Recently, research on emotions has delineated the role that epistemic emotions play in learning and achievement (D’Mello, Lehmann, Pekrun & Graesser, 2012). Epistemic emotions are defined as emotions experienced as a function of the epistemic nature of a task. These include curiosity, enjoyment, surprise, confusion, anxiety, frustration, and boredom (Pekrun & Linnenbrink-Garcia, 2012; Pekrun & Stephens, 2011).
Despite theoretical considerations of the role that epistemic emotions play in learning, more empirical work is necessary to evaluate whether antecedents and consequences for epistemic emotions are similar to those for academic emotions. Based on Pekrun’s (2006) control-value theory of achievement emotions, we explored the role that epistemic emotions play in mathematics problem solving with elementary school students. We examined control and value as antecedents to students’ epistemic emotions, and used a think aloud protocol to capture the learning strategies they used as they solved a complex mathematics problem. We hypothesized that students’ sense of control and value would predict the types of epistemic emotions they experienced, which would subsequently predict the types of learning strategies they used to solve the problems. Finally, we hypothesized that learning strategies would mediate relations between epistemic emotions and learning outcomes.
Eighty-four Grade 5 students participated (n = 34 females, mean age = 10.6 years). Students reported their task value for solving mathematics problems using Pekrun and Meier’s (2011) Task Value Measure, and control for learning was measured using Perry et al.’s (2001) Academic Control Scale (both modified for elementary students). Students were then given a multifaceted complex mathematics problem to solve. To measure the epistemic emotions they experienced during mathematics problem solving, we used Pekrun and Meier’s (2011) Epistemic Emotions Scale. To capture students’ self-regulatory processes, students were asked to think out loud as they worked on the mathematics problem. Students’ performance on the mathematics problem was used as the learning outcome. Finally, students’ standardized achievement score on the 2013 compulsory Quebec Exam in Mathematics (QEM) was used as a covariate.
Think aloud data were transcribed verbatim and then coded for both macro-level and micro-level self-regulatory processes (see Greene & Azevedo, 2009). Content analysis of students’ solutions to the mathematics problem was conducted to evaluate several aspects of the solution and graded according to the criteria set out by QEM.
Results support our hypotheses. Consistent with Pekrun’s (2006) control-value theory of academic emotions, greater levels of control and value predicted positive epistemic emotions, including enjoyment and curiosity, whereas lower levels of control and value predicted higher levels of negative epistemic emotions, including frustration, anxiety, boredom, and confusion. Moreover, positive epistemic emotions positively predicted deeper processing strategies, whereas negative epistemic emotions predicted shallow processing strategies. Epistemic emotions also mediated relations between control and value and learning strategies. Finally, deeper processing strategies predicted higher levels of achievement. Results have important theoretical implications for work on epistemic emotions, which we will address in the full paper.

Authors

• Cynthia Psaradellis, McGill University

• Krista R. Muis, McGill University

• Susanne P. Lajoie, McGill University

• Marianne Chevrier, McGill University

• Meredith Derian-Toth, McGill University