Research On The Evolution Process Of Epistemic Emotion Of Low-achieving Students And Its Relationship With Knowledge Building Discourse

Cultivating students’high-level abilities such as collaborative learning and knowledge innovation is considered an important goal of school education.Epistemic emotions profoundly affect students’cognitive processing and can promote the development of students’ cognition and self-regulation capabilities.In-depth research on epistemic emotions is helpful to help low-achieving students develop higher-order thinking skills.Therefore,this research aims to analyze the epistemic emotions and characteristics of low-achieving learners in the process of knowledge building under the knowledge building teaching model,reveal the evolution process of epistemic emotions,analyze the network characteristics of epistemic emotions,and explore the relationship between epistemic emotion and knowledge building discourse.This research was conducted in a visual art class in a middle school in Hong Kong.The participants were low-achieving students from four different classes.They were labeled Class A,Class B,Class C and Class D.Class A and Class B focused on the theme"Sustainable development",Class C and Class D focused on the theme "community art",they conducted online discussions and write notes in the knowledge forum platform around the theme.This study uses methods such as inquiry thread analysis,content analysis,lag sequence analysis,epistemic network analysis,and regression analysis to analyze the knowledge-building discourse of 121 low-achieving students,to describe the circumstances under which epistemic emotions are generated,analyze the evolution process and network characteristics of epistemic emotions,reveal the relationship between epistemic emotions and the three dimensions of cognition,viewpoint complexity,and metacognition of knowledge building discourse.The research found that,first,content analysis showed that 98.05%of notes can be classified as seven epistemic emotions proposed by Pekrun,which are joy,curiosity,surprise,confusion,anxiety,frustration,and boredom.Among them,joy occurs most frequently,the frequency of boredom is the lowest,and it is found that students’epistemic emotions are related to the theme of inquiry.Second,the lag sequence analysis shows that low-achieving learners have higher frequency of joy and confusion after joy.and joy after confusion.Each class has different characteristics in the evolution of epistemic emotions.In general,When the learner actively responds to the question,it may arouse the curiosity of other members or make further explanations,but there are still confusions and uncertainties that remain unresolved so that confusion and anxiety persist.If the confusion is not resolved,they may feel bored;the knowledge that learners desire to know is not shared may cause boredom or frustration.When the knowledge discussed is inconsistent with the student’s prior knowledge and fails to assimilate new and old knowledge,they may feel frustrated,anxiety or cognitive inconsistency persists.After students feel frustrated,they may feel bored.Third,epistemic network analysis shows that low-achieving learners have more frequent occurrences of joy and confusion in the same pane at the same time,indicating that students are more active in expressing opinions during discussions and are good at asking questions.Fourth,Joy,confusion,frustration,curiosity,anxiety,and surprise positively affect learners’ cognitive changes.Joy,anxiety,frustration,and confusion positively affect learners’ idea complexity changes.Confusion,curiosity,and joy positively affect the changes in the learners’metacognition,while boredom has a negative affection of the learners’ metacognitive behavior.