Poster #4 - Reciprocal Effects Between Control and Epistemic Emotions During Elementary Students' Mathematics Problem Solving

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-2 - Emotion Regulation and Affective Experiences in Learning Contexts

Abstract

The present study examined the reciprocal relations between appraisals of control and epistemic emotions in elementary mathematics problem-solving. A sample of seventy-nine grade 5 students (n=34 females) completed self-report measures of these constructs before and during a multiday problem. A mediational analysis was used to test reciprocal effects between control and the epistemic emotions curiosity, confusion, and frustration. The analysis showed reciprocal relations between control and curiosity (i.e. higher control leads to higher curiosity, which leads to higher control) and control and frustration (i.e. higher control leads to lower frustration, which leads to higher control). Confusion did not mediate relations between the two measures of control. Overall, the results provide additional empirical support for reciprocal causation between emotions and appraisals.

Authors

• Brendan Munzar, McGill University

• Krista R. Muis, McGill University