Epistemic emotions showed no significant carry-over (autoregressive) stability from one course session to the next, except boredom after session type was included.¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Lagged models found no significant autoregressive effects for any epistemic emotion; in models including session type, only boredom showed statistically significant stability. → Ketonen 2026

Evidence¶

Ketonen 2026¶

Ketonen, E. E., Kruskopf, M., Lonka, K., & Mattlin, M. (2026). Dynamics of university students' epistemic emotions during game-based learning in an international relations course. Instructional Science. https://doi.org/10.1007/s11251-025-09771-2

q2 · i? · associational · r1

DSEM lagged models on the 212 within-person session observations. Model 2 with session type found only boredom's carry-over significant (0.23). The result is null: equivalence was not tested.

"To examine the carry-over effect (i.e. intra-individual stability) in students' epistemic emotions (RQ1), lagged models with random slopes were constructed for each epistemic emotion separately (Model 1). No significant autoregressive effects were found"

Discussion¶

Related Claims¶

• Attending a game session rather than a lecture increased all epistemic emotions except boredom among university students in a Diplomacy-based international relations course. — related
• During the course, curiosity, enjoyment, confusion and anxiety decreased over time, boredom increased, and surprise and frustration remained stationary. — related
• Low-achieving students' emotions in Knowledge Building threads tended to transition to the same or similar emotions — related
• Most variance in students' epistemic emotions was situational (within-person) fluctuation, with 18–37% due to between-person variability. — related
• The session-type-by-time interaction showed anxiety increasing in game sessions while decreasing in lectures, and confusion declining more steeply in game sessions. — related
• Emotional variability in L2 learning episodes is primarily intraindividual (62–68%), with modest lag-1 inertia (r ≈ .17–.19) and weak long-term trends or weekly cycles — reports the opposite
• Interest is substantially more stable over time than boredom, whose autoregressive paths are low and decline — reports the opposite
• Intra-individual effects of high-confidence errors, discrepancy resolution, and emotions on exploration did not vary significantly between persons — related