The Function of Epistemic Emotions for Complex Reasoning in Mathematics

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.