In over 60% of inquiry threads of low-achieving students, curiosity was followed by confusion, and joy or confusion by curiosity (sequential patterns, not shown causes)¶
Claim · All claims
Evidence · 1 study (3 entries) · associationalr1–r2·q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 3 of 3 entries) · 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.
q2 i? With a support value of 0.6, 370 subsequences were generated, of which 274 included confusion; the ten longest (Table 4) consisted of many manifestations of joy and a few of curiosity or confusion. → Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022
q2 i? In more than 60% of inquiry threads, curiosity was followed by confusion and joy or confusion by curiosity (the authors write "lead to" and "trigger"; these are observed sequences, not tested causes), which the authors read as confirming Path 1 (joy–curiosity–confusion–joy) and its bidirectional pattern. → Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022 (2)
q2 i? At support 0.3, analysis of rarer emotions showed anxiety and surprise interconnecting and confusion possibly leading to boredom and boredom resolving to joy, partially confirming Paths 2 and 3. → Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022 (3)
Evidence¶
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022¶
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan. (2022). Evolution of the academic emotions of academically low-achieving students in knowledge building. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09380-y
q2 · i? · associational · r2
Sequential pattern mining with the ArulesSequences package in R over emotion-coded inquiry threads. Of the 370 subsequences, 274 include confusion and 112 include confusion, curiosity and joy; the article says the ten longest subsequences, shown in Table 4, "consisted of many manifestations of joy and a few of curiosity or confusion", suggesting the spread of positive emotions. It does not characterise all 370 that way.
"When the support value was set to 0.6 (meaning that a particular emotion subsequence appears in no less than 60% of the inquiry threads), 370 subsequences were generated."
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022 (2)¶
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan. (2022). Evolution of the academic emotions of academically low-achieving students in knowledge building. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09380-y
q2 · i? · associational · r1
Sequential pattern analysis of emotion subsequences starting and ending with different emotions, from observational coding of Knowledge Forum notes; the article states these representative subsequences confirm Path 1 (joy–curiosity–confusion–joy) and its bi-directional pattern. The authors' "lead to" and "trigger" describe the order in which emotions appeared; the design cannot show that one emotion caused the next.
"Overall, in more than 60% of the inquiry threads of the four classes, curiosity was found to lead to confusion (e.g., SID 1, 6, and 7), and joy or confusion was found to trigger curiosity (e.g., SID 2, 3, 4, and 5)."
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan 2022 (3)¶
Yuqin Yang · Gaoxia Zhu · Carol K. K. Chan. (2022). Evolution of the academic emotions of academically low-achieving students in knowledge building. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09380-y
q2 · i? · associational · r1
With support reduced to 0.3, 31,090 subsequences were generated, of which 439 included surprise and 31 included boredom, because of their low frequency; the article says Paths 2 and 3 were confirmed only to a certain extent.
"These five subsequences suggested that confusion might lead to boredom and that boredom might be resolved and lead to joy. These subsequences confirm Path 2 (joy–curiosity–confusion–boredom) to a certain extent."
Discussion¶
Learner Variables¶
- Achievement Emotions — outcome: instruction changes it
Related Claims¶
- Low-achieving students' emotions in Knowledge Building threads tended to transition to the same or similar emotions — related
- Academically low-achieving students in Knowledge Building demonstrated high joy and low frustration and boredom, with emotions transitioning to similar states — related
- Low-achieving students in Knowledge Building predominantly expressed joy, with low percentages of frustration and boredom — related
- Affective experience during situated collaborative problem solving is organized around a stable epistemic core linking curiosity, optimism, and confusion with short-range persistence — related
- Faster CPS groups show stronger transitions among curiosity and optimism, while slower groups show stronger transitions among confusion, conflict, and frustration — related
- Curiosity enhances learning, including for incidental material encountered during high-curiosity states — related
- Confusion during learning is associated with facial action units 4, 7, and 12, with tightened lids tending to trigger a lowered brow
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sequential-patterns-curiosity-confusion-joy |
title |
In over 60% of inquiry threads of low-achieving students, curiosity was followed by confusion, and joy or confusion by curiosity (sequential patterns, not shown causes) |
description |
In over 60% of inquiry threads of low-achieving students, curiosity was followed by confusion, and joy or confusion by curiosity (sequential patterns, not shown causes) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
3 — yuqin-yang-gaoxia-zhu-carol-k-k-chan-2022, yuqin-yang-gaoxia-zhu-carol-k-k-chan-2022-2, yuqin-yang-gaoxia-zhu-carol-k-k-chan-2022-3 |
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