Epistemic Emotions When Reading About Controversial Topics: A Comparison of Refutation and Expository Text

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

Abstract

It is well documented in the research literature that refutation text is an effective means to promote conceptual change (Tippett, 2010). Recently, researchers have been interested in describing the nature of the refutation text effect (see, Sinatra & Broughton, 2011; Kendou & vandenBroek, 2007). Little is known, however, about the epistemic emotions experienced during and immediately following reading refutation texts. Epistemic emotions are those emotions experienced by learners based on the cognitive qualities of the information as well as the cognitive processing of the information under study (Pekrun & Linnenbrink-Garcia, 2012). Curiosity may be felt when a student recognizes an incongruity between her prior knowledge and the to-be-learned information. These epistemic emotions may, in turn, lead to information-seeking and deeper engagement as the learner attempts to resolve the discrepancy (Berlyne, 1954).
The following research questions guided this study: What epistemic emotions might students experience while reading from text? Might differences in text structure result in differences in epistemic emotions?
Undergraduate students (n=73) enrolled in an elementary teacher education course, and undergraduate students (n=49) enrolled in a psychology course from two western US universities received extra credit for participating. Participants’ ages ranged from 22-68 years (M=32.60, SD=12.15) and were primarily female (60%), White (65%), in the first year of their Bachelor’s program (65%). Qualitrics online-survey program was utilized for this study. We selected two “hot” science topics for the readings, Climate Change (CC) and Genetically Modified Foods (GMF). Presentation of the topics was counterbalanced. Participants were randomly assigned to one of two text groups: Refutation, Expository. Students were asked to complete an Epistemic Emotions questionnaire before, during, and immediately following reading of each text.
Findings show that students in both the refutation group and the expository group experienced each of the eight epistemic emotions investigated while reading about CC. Emotions rated at a high level of intensity were: curiosity, interest, and surprise. Outcomes from an ANCOVA (covariate: epistemic emotions during reading) showed refutation group experienced higher levels of anxiety, confusion, surprise, frustration, and fear than the expository group.
Students in both text groups indicated they experienced each of the eight epistemic emotions while reading about GMF. Emotions rated at a high level of intensity were: curiosity, interest, and surprise. Findings from an ANCOVA (covariate: epistemic emotions during reading) showed significant differences between text groups on anxiety and fear, with the refutation group reporting feeling higher levels than the expository group. We also examined between-subjects differential shifts in epistemic emotions over time. As an example, a significant interaction between the groups and time was found for curiosity [F(1,112)=4.87, p=.008]. Curiosity increased over time for the refutation text group.
These results suggest that a range of epistemic emotions is present while reading about controversial science topics. Differences of intensity level of anxiety, confusion, surprise, frustration, and fear were found in favor of refutation text and emotions changed during reading. Implications for theory development and educational practice will be discussed.

Authors

• Suzanne H. Jones, Utah State University

• Gale M. Sinatra, University of Southern California

• Reinhard Pekrun, University of Essex