Making high-confidence errors about educational misconceptions intensifies preservice teachers' surprise, curiosity, confusion, and achievement-related anger¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2023 · checked against its sources 2026-10-24 (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 i? As confidence increased, participants experienced more surprise, curiosity, and confusion after incorrect answers, and high-confidence errors aroused anger. → Berweger 2023
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 multilevel analysis (Model 1) of 275 preservice teachers over 15 trials testing the accuracy x confidence interaction on emotions. The interaction was significant for surprise, curiosity, confusion, and anger, e.g., "surprise: .343 CI [.310, .377]"; coefficients are unstandardized and no effect size is printed.
"That is, participants’ increasing confidence intensified their epistemic emotions after incorrect answers (surprise: .343 CI [.310, .377], curiosity: .096 [.061, .128], confusion: .313 [.276, .353]; solid lines in Figure 2)"
Discussion¶
Learner Variables¶
- Achievement Emotions — outcome: instruction changes it
- Interest — outcome: instruction changes it
Related Claims¶
- High-confidence errors were unrelated to epistemic anxiety, while wrong answers as such raised anxiety and correct answers raised pride — related
- Curiosity predicted knowledge exploration after both correct and incorrect answers, while surprise predicted exploration only after incorrect answers — related
- Second-order metacognitive judgments of subjective uncertainty show a small high-confidence error/correct difference, smaller than curiosity ratings show — related
- After high-confidence errors, resolving the discrepancy with additional information produced enjoyment, while failure to resolve it produced frustration — related
- The opt-out and curiosity–accuracy findings replicate in a larger UK sample (Experiment 3A) — related
- Without feedback, people are more curious about high-confidence errors than about equally high-confidence correct answers, replicated across experiments — related
- Partial resolution of curiosity through immediate feedback increases subsequent curiosity — related
- Adults report greater curiosity about answers on incorrect-answer trials than on correct-answer trials — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
high-confidence-errors-intensify-epistemic-emotions-and-anger |
title |
Making high-confidence errors about educational misconceptions intensifies preservice teachers' surprise, curiosity, confusion, and achievement-related anger |
description |
Making high-confidence errors about educational misconceptions intensifies preservice teachers' surprise, curiosity, confusion, and achievement-related anger |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — berweger-2023 |
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