After high-confidence errors, resolving the discrepancy with additional information produced enjoyment, while failure to resolve it produced frustration¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr2·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Unresolved discrepancy after high-confidence errors predicted higher frustration; resolved discrepancy predicted stronger enjoyment. → Berweger 2023
q3 i? Both emotions were unrelated to confidence under the opposite condition. → Berweger 2023 (2)
Evidence¶
Berweger 2023¶
Berweger, B., Kracke, B., & Dietrich, J. (2023). Preservice Teachers' Epistemic and Achievement Emotions When Confronted With Common Misconceptions About Education. https://doi.org/10.1037/edu0000792
q3 · i? · associational · r2
Bayesian Model 2, restricted to incorrect answers, testing the discrepancy resolution x confidence interaction on frustration and enjoyment among the same 275 participants; printed coefficients are unstandardized.
"when participants were not able to resolve their discrepancy after high-confidence errors (solid line in Figure 3A), they showed higher frustration (.154 [.085, .225])."
Berweger 2023 (2)¶
Berweger, B., Kracke, B., & Dietrich, J. (2023). Preservice Teachers' Epistemic and Achievement Emotions When Confronted With Common Misconceptions About Education. https://doi.org/10.1037/edu0000792
q3 · i? · associational · r2
Same Model 2 analysis of 275 preservice teachers: the confidence-enjoyment link was significant only when the discrepancy was resolved, and no confidence-frustration link appeared when it was resolved.
"when participants could resolve the discrepancy (dotted line in Figure 3B), they showed stronger enjoyment (.070 [.017, .125])."
Discussion¶
Learner Variables¶
- Achievement Emotions — outcome: instruction changes it
- Interest — outcome: instruction changes it
Related Claims¶
- Prior knowledge and epistemic self-efficacy as an evaluator of knowledge are important themes in detecting and efficiently resolving conceptual discrepancies — related
- Whether conceptual discrepancies are noticed (or not) and how they are resolved can be traced through concurrent think-aloud protocols and retrospective interviews — related
- Making high-confidence errors about educational misconceptions intensifies preservice teachers' surprise, curiosity, confusion, and achievement-related anger — related
- Intra-individual effects of high-confidence errors, discrepancy resolution, and emotions on exploration did not vary significantly between persons — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
discrepancy-resolution-drives-enjoyment-or-frustration |
title |
After high-confidence errors, resolving the discrepancy with additional information produced enjoyment, while failure to resolve it produced frustration |
description |
After high-confidence errors, resolving the discrepancy with additional information produced enjoyment, while failure to resolve it produced frustration |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — berweger-2023, berweger-2023-2 |
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