Paragraphs presenting inconsistent information in refutation texts elicit activating epistemic emotions and suppress deactivating emotions, with text condition × paragraph interactions¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Significant text condition × paragraph interactions emerged, with activating-emotion differences in the misinformation-description paragraph (e.g., negative refutation vs. non-refutation, b = 1.58, p < 0.001) and no differences in the identical introduction and closing paragraphs. → Jheng 2025

Evidence¶

Jheng 2025¶

Jheng, Y.-L., Catrysse, L., Van de Cruys, S., Kendeou, P., Poels, K. & Gijbels, D. (2025). Investigating epistemic emotions experienced while reading refutation texts through a fine-grained measure of emotion. npj Science of Learning 10, 30. https://doi.org/10.1038/s41539-025-00324-3

q3 · i? · causal · r?

Paragraph-level Poisson GLMMs (condition, paragraph, and interaction as fixed effects) in the 56-participant experiment found "Significant interactions were observed between text condition and paragraph"; activating emotions differed in paragraph 2 and paragraph 4, and deactivating emotions differed in paragraph 3, while identical paragraphs 1 and 5 showed no differences.

"Significant interactions were observed between text condition and paragraph. In paragraph 2 (mis- information description), differences in activating emotions were found between negative refutation and non-refutation (b =1 . 5 8 ,p < 0.001)"

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Text condition shapes in-the-moment epistemic emotions: negative refutation texts raise anxiety and frustration, positive refutation raises curiosity and enjoyment, and non-refutation raises boredom and neutral emotion — related
• Cognitive conflict induced by refutational texts and conflicting perspectives may promote epistemic belief change in student teachers — related
• Negative in-the-moment emotions toward correct-outcome sentences predict significantly lower open-ended knowledge revision scores — related