The effect of epistemic cognition on learning outcomes: the mediating role of epistemic emotions
The effect of epistemic cognition on learning outcomes: the mediating role of epistemic emotions

Summary/Abstract: Muis et al.’s (2015) integrative model of epistemic cognition and learning outcomes suggests that this relationship is mediated by epistemic emotions. Previous findings on the facilitating or inhibiting role that emotions play in the relationship between epistemic (in)congruity of the learning material and learning outcomes have been inconsistent. We aimed to reexamine this relationship on different categories of emotions in the socio-scientific context of conflicting information about the origin of homosexuality (nature vs. nurture). For this purpose, we administered the Epistemic Belief Scale, the Epistemic Emotions Scale, and a measure of deep understanding – Inference Verification Task (IVT) with a right/wrong response format based on previously read opposing texts on homosexuality. A convenient sample of 161 students (Mage = 21.28, SE = 0.18) participated in the study. Drawing on the Control-Value Theory of Achievement Emotion, we first conducted a principal component analysis on emotion items to examine whether the solution corresponded to a 2 (valence: positive/negative) x 2 (activation: activating/deactivating) structure. The analysis revealed four factors explaining 65.37% of variance: positive activating epistemic emotions, deactivating emotions, positive learning emotions, and negative learning emotions. Confirmatory factor analysis further showed that the 4-factor solution (χ2 = 2.16, CFI = .89, RMSEA = .09, SRMR = .10) outperformed the global, two- and three-factor solution (χ2 = 2.59 – 5.71, CFI = .52 - .84, RMSEA = .11 - .17, SRMR = .11 - .19). We then tested a mediation model with epistemic beliefs (uncertainty, source, complexity, and justification for knowledge) as predictors, the 4-extracted emotion factors as mediators, and a verification task as the outcome variable. The main finding was that complexity of knowledge had a direct, c = 0.33, BCBCI = [0.17, 0.46], and marginally indirect effect, c’ = 0.06, BCBCI = [0.01, 0.14] on inference verification through positive activating epistemic emotions. No other mediating effects were significant. Epistemic beliefs had a consistent positive effect on positive activating epistemic emotions. However, the mediating mechanisms of emotions on learning outcomes are still unclear and require further examination, with a stronger focus on positive activating epistemic emotions.

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