Low-achieving students' emotions in Knowledge Building threads tended to transition to the same or similar emotions¶
Claim · All claims
Evidence · 1 study (3 entries) · associationalr1·q2
Currency · newest study 2022 · checked against its sources 2026-10-18 (automated, 3 of 3 entries) · 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.
q2 i? Lag sequential analysis found significant transitions in which emotions shifted to the same or a similar emotion (e.g., boredom to frustration, joy to joy), reflecting the spread of similar emotions in inquiry threads. → Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022
q2 i? Class B's significant transitions suggested that negative emotions spread—surprise to frustration and frustration to boredom—if no specific actions intervened in students' emotions. → Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022 (2)
q2 i? Class C showed a unique significant transition of frustration to surprise (z = 5.73), possibly because the older low-achieving students used cognitive and metacognitive strategies to resolve contradictions. → Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022 (3)
Evidence¶
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022¶
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan. (2022). Evolution of the academic emotions of academically low-achieving students in knowledge building. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09380-y
q2 · i? · associational · r1
Lag sequential analysis per class with a z-score greater than 1.96 indicating a significant transition between two codes. Class A data suggest "a tendency for emotions to transition to the same or similar emotions," reflecting the spread of similar emotions in students' inquiry threads.
"As shown in Fig. 3(a), there were ten significant transitions of emotions in Class A: boredom → frustration (z-score = 5.1), frustration → frustration (3.74), joy → joy (3.6), confusion → none (2.88)"
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022 (2)¶
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan. (2022). Evolution of the academic emotions of academically low-achieving students in knowledge building. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09380-y
q2 · i? · associational · r1
Class B lag sequential analysis identified four significant emotion sequences, including joy to confusion (2.46) and frustration to boredom (2.25); the article interprets these as indicating negative emotion spread absent intervention.
"the significant transitions suggest a greater possibility for transitions from anxiety to anxiety, surprise to frustration, and frustration to boredom, suggesting the spread of negative emotions if teachers or students take no specific actions to intervene in students’ emotions."
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022 (3)¶
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan. (2022). Evolution of the academic emotions of academically low-achieving students in knowledge building. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09380-y
q2 · i? · associational · r1
Class C also showed a curiosity–frustration–surprise–anxiety path and confusion leading to boredom; the article offers an interpretation, not a tested explanation, for the surprise transition.
"Class C featured the unique transition of frustration → surprise (5.73). These results might be due to the ability of the older low-achieving students (those in Grade 11) to use cognitive and metacognitive learning strategies to resolve the contradictions they faced."
Discussion¶
Learner Variables¶
- Achievement Emotions — outcome: instruction changes it
- Affect Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Academically low-achieving students in Knowledge Building demonstrated high joy and low frustration and boredom, with emotions transitioning to similar states — possibly the same claim (merge candidate)
- Low-achieving students in Knowledge Building predominantly expressed joy, with low percentages of frustration and boredom — related
- In over 60% of inquiry threads of low-achieving students, curiosity was followed by confusion, and joy or confusion by curiosity (sequential patterns, not shown causes) — related
- Epistemic emotions showed no significant carry-over (autoregressive) stability from one course session to the next, except boredom after session type was included. — related
- Affective experience during situated collaborative problem solving is organized around a stable epistemic core linking curiosity, optimism, and confusion with short-range persistence — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
emotion-transition-similar-emotions-lsa |
title |
Low-achieving students' emotions in Knowledge Building threads tended to transition to the same or similar emotions |
description |
Low-achieving students' emotions in Knowledge Building threads tended to transition to the same or similar emotions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
3 — yuqin-yang-gaoxia-zhu-carol-k-k-chan-2022, yuqin-yang-gaoxia-zhu-carol-k-k-chan-2022-2, yuqin-yang-gaoxia-zhu-carol-k-k-chan-2022-3 |
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