engleski

Which epistemic emotions predict engagement in learning physics?

Emotions are ubiquitous in academic context and an inseparable part of learning process. Academic emotions vary in their object focus, valence, and activation. Based on the object focus, one group of academic emotions are epistemic emotions, which are specifically focused on the process of generating knowledge. The control-value theory of achievement emotions proposes different effects of epistemic emotions on motivation, based on their valence and activation. Therefore, the aim of this study was to investigate the relationship between epistemic emotions and motivation for learning physics. We conducted two studies. Study 1 was qualitative (N = 31), while Study 2 was cross- sectional quantitative study (N = 545), both conducted with 8th grade students from elementary schools in Zagreb, Croatia. Qualitative analysis showed that curiosity and enjoyment (as positive activating emotions), surprise (as a neutral activating emotion) and confusion (as a negative activating emotion) motivate students for learning physics. In contrast, frustration and confusion as negative activating emotions and boredom as a negative deactivating emotion do not motivate them for learning physics. The path analysis conducted with data from Study 2 showed similar results. That is, curiosity positively predicted engagement in learning physics, while confusion, anxiety, frustration, and boredom predicted lower engagement. The similarities and differences between qualitative and quantitative data gave insight in the directions for further research and were discussed in line with theoretical assumptions.

epistemic emotions ; engagement in leaning ; physics ; students

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