Students also use achievement emotions as cues when making postdictions about their comprehension¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i2medium
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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 i2 Stronger positive emotions were associated with higher postdictions and stronger negative emotions (including boredom) with lower postdictions, with small to medium correlations. → Prinz-Weiß 2023
Evidence¶
Prinz-Weiß 2023¶
Prinz-Weiß, A., Lukosiute, L., Meyer, M., & Riedel, J. (2023). The role of achievement emotions for text comprehension and metacomprehension. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09331-w
q3 · i2 · associational · r2
Correlational analyses (N = 358) showed all achievement emotions significantly related to postdictions, with correlations of small to medium size (e.g., negative emotions r = -.29).
"The positive emotions (i.e., enjoyment, hope, pride, and positive emotions overall) were positively correlated with postdictions, and the negative emotions (i.e., anger, anxiety, shame, boredom, hopelessness, and negative emotions overall) were negatively correlated with postdictions."
Discussion¶
Learner Variables¶
- Achievement Emotions — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Three emotion profiles (positive, neutral, negative) differ in prediction and postdiction magnitude and accuracy, with the positive group most overconfident in predictions and least underconfident in postdictions — related
- Students use positive and negative achievement emotions as cues when making predictions about their comprehension — related
- Stronger positive emotions are associated with less underconfident postdictions, and anxiety and shame with more underconfident postdictions — related
- Stronger positive emotions are associated with more overconfident predictions, and stronger negative emotions (anxiety, shame, hopelessness) with more underconfident predictions — related
- Greater anger, hopelessness, and negative emotions overall during reading are associated with poorer text comprehension, while positive emotions show no relation — related
- Negative normative feedback lowered math performance indirectly via reduced hope — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
emotions-as-cues-postdictions |
title |
Students also use achievement emotions as cues when making postdictions about their comprehension |
description |
Students also use achievement emotions as cues when making postdictions about their comprehension |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — prinz-weiß-2023 |
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