Most variance in students' epistemic emotions was situational (within-person) fluctuation, with 18–37% due to between-person variability.¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i? Intraclass correlations ranged from 0.182 to 0.367, indicating positive emotions were more often reported than negative and most variance was within-person. → 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? · causal · r1

Descriptive analysis of the 212 session-level emotion ratings; the ICC for curiosity was the largest (0.367), MEAN 5.41 on a 1–7 scale. The article states curiosity may be harder to trigger by instructional means, reflecting a more stable individual approach.

"ICCs, representing the proportion of between-person variance in the total variance, showed that 18–37% of the variance in epistemic emotions was due to individual variability"

Discussion¶

Related Claims¶

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