Epistemic Emotions in Blended and Online Courses: The Importance of Teachers' Performance and Likeability

• In Event: Motivation and Cognition: The Role of Teachers

Abstract

This research aims at evaluating if positive epistemic emotions increase after a blended and online course while negative epistemic emotions decrease for two separate experiments with a common control group (traditional face-to-face group). A second objective is to identify what factors influence the increase of positive epistemic emotions: prior epistemic beliefs, and self-efficacy, and teacher’s performance, teacher´s likeability, and metacognitive judgments. Results were consistent for blended course suggesting an increase of positive epistemic emotions which were correlated to teacher’s performance, teacher likeability and metacognitive judgments but not necessarily consistent for the online group. Surprisingly, the teacher´s likeability appears to be strongly correlated to higher values in positive epistemic emotions for all groups.

Author

• Diego Oswaldo Camacho Vega, Universidad Autónoma de Baja California