Stronger positive emotions are associated with more overconfident predictions, and stronger negative emotions (anxiety, shame, hopelessness) with more underconfident predictions¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 With increasing positive emotions, participants' predictions became more overconfident; with increasing negative emotions (anxiety, shame, hopelessness), predictions became more underconfident (small 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 · i1 · associational · r2

Correlational analyses (N = 358) of prediction accuracy as bias: positive emotions (enjoyment, hope, pride, positive overall) correlated positively and negative emotions (anxiety, shame, hopelessness) negatively with prediction accuracy (e.g., shame r = -.18); anger, boredom, and negative emotions overall were exceptions (the latter marginally significant).

"Although the correlations were of rather small size, this means that in line with the prediction-accuracy hypothesis, with increasing positive emotions, participants' predictions became more overconfident (trajectory from underconfidence to overconfidence)."

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 — possibly the same claim (merge candidate)
• Students also use achievement emotions as cues when making postdictions about their comprehension — 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
• 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