Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/368
Title: The Function of Epistemic Emotions for Complex Reasoning in Mathematics
Authors: Becker, Sandra
Pekrun, Reinhard
Ufer, Stefan
Meier, Elisabeth
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Becker, S., Pekrun, R., Ufer, S., & Meier, E. (2016). The Function of Epistemic Emotions for Complex Reasoning in Mathematics In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: This study examined how epistemic emotions, motivational mechanisms, and their effects are linked during complex reasoning in mathematics. Data were collected from 80 university students enrolled in mathematics study programs. Participants first answered a series of multiple choice questions regarding knowledge of basic geometry theorems and afterwards solved a complex proof task. Immediately upon task completion, students reported their epistemic emotions as well as motivation during the task. Path analyses revealed that epistemic emotions during problem solving predicted the motivation students invested in solving the complex reasoning task. Finally, intrinsic motivation positively predicted task performance. The findings suggest complex linkages of epistemic emotions with motivational mechanisms during reasoning and knowledge generating processes and demonstrate the adaptive and maladaptive functions of epistemic emotions. Consequently their role for complex reasoning should be considered in future research and can guide instructional design to foster reasoning in mathematics.
URI: https://repository.isls.org/handle/1/368
https://doi.dx.org/10.22318/icls2016.161
Appears in Collections:ICSL 2016

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