The Role of Epistemic Emotions, Metacognition, and Pupil Size in Complex Mathematical Problem-Solving

• In Event: Self-Regulation Across Contexts

Abstract

The purpose of this study was to evaluate how epistemic emotions, epistemic beliefs, and metacognitive judgments do interfere with the achievement of complex mathematical solving problems and if epistemic emotions were correlated with the pupil size during a complex math. Thirty-higher education students participated in the study. Students self-reported their epistemic emotions, epistemic beliefs, and their metacognitive judgments. At the end, participants self-reported again their epistemic emotions as well as their concurrent judgments of learning and their retrospective confidence judgments. Results indicated participants from the low-scored group experienced lower levels of confusion than the high-scored group, low-scored group also significantly decreased confusion and frustration after solving the math problems. Finally, no correlation was found between pupil size and epistemic emotions.

Author

• Diego Oswaldo Camacho Vega, Universidad Autónoma de Baja California
  Presenting Author