Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales. Pekrun, R.; Vogl, E.; Muis, K. R.; and Sinatra, G. M. Cognition and Emotion, 31(6):1268–1276, August, 2017. ZSCC: 0000077
Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales [link]Paper  doi  abstract   bibtex   
Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the EpistemicallyRelated Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 university students from the United States, Canada, and Germany). The findings document the reliability, internal validity, and external validity of the instrument. A seven-factor model best fit the data, suggesting that epistemically-related emotions should be conceptualised in terms of discrete emotion categories, and the scales showed metric invariance across the North American and German samples. Furthermore, emotion scores changed over time as a function of conflicting task information and related significantly to perceived task value and use of cognitive and metacognitive learning strategies.
@article{pekrun_measuring_2017,
	title = {Measuring emotions during epistemic activities: the {Epistemically}-{Related} {Emotion} {Scales}},
	volume = {31},
	issn = {0269-9931, 1464-0600},
	shorttitle = {Measuring emotions during epistemic activities},
	url = {https://www.tandfonline.com/doi/full/10.1080/02699931.2016.1204989},
	doi = {10.1080/02699931.2016.1204989},
	abstract = {Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the EpistemicallyRelated Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 university students from the United States, Canada, and Germany). The findings document the reliability, internal validity, and external validity of the instrument. A seven-factor model best fit the data, suggesting that epistemically-related emotions should be conceptualised in terms of discrete emotion categories, and the scales showed metric invariance across the North American and German samples. Furthermore, emotion scores changed over time as a function of conflicting task information and related significantly to perceived task value and use of cognitive and metacognitive learning strategies.},
	language = {en},
	number = {6},
	urldate = {2020-04-02},
	journal = {Cognition and Emotion},
	author = {Pekrun, Reinhard and Vogl, Elisabeth and Muis, Krista R. and Sinatra, Gale M.},
	month = aug,
	year = {2017},
	note = {ZSCC: 0000077},
	pages = {1268--1276},
}
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