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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Negative refutation texts elicited significantly higher anxiety (e.g., vs. non-refutation, b = 0.65) and frustration (b = 0.84) than the other conditions. → Jheng 2025 q3 i? Positive refutation texts elicited significantly higher curiosity (vs. non-refutation, b = 0.28) than standard and non-refutation texts, while non-refutation texts elicited significantly higher boredom and neutral emotion. → Jheng 2025 (2)

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 · r1

Text-level Poisson GLMM analysis of DynamicEmo counts in the 56-participant experiment: negative refutation texts produced "significantly higher" anxiety than all other conditions; frustration showed a parallel pattern (b = 0.84, p < 0.001 vs. non-refutation).

"The anxiety levels of participants were significantly higher when reading negative refutation texts compared to positive refutation ( b = −0.47, p = 0.01), standard refutation ( b = −0.54, p = 0.001) and non-refutation texts ( b = 0.65, p < 0.001)."

Jheng 2025 (2)¶

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?

Same text-level mixed-model analyses: positive refutation texts raised curiosity relative to standard and non-refutation texts; the article also reports higher boredom and neutral emotion and lower surprise under non-refutation texts.

"Moreover, the curiosity levels of participants exposed to positive refutation texts were significantly higher than those of partici- pants reading standard refutation ( b = −0.23, p = 0.03) and non- refutation texts ( b = 0.28, p = 0.006)."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Paragraphs presenting inconsistent information in refutation texts elicit activating epistemic emotions and suppress deactivating emotions, with text condition × paragraph interactions — related
• Negative in-the-moment emotions toward correct-outcome sentences predict significantly lower open-ended knowledge revision scores — related
• 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
• Epistemic emotions showed no significant carry-over (autoregressive) stability from one course session to the next, except boredom after session type was included. — related
• Reading standard, positive, or negative refutation texts yields significantly higher open-ended explanation scores than reading non-refutation texts in adults — related