saeideh zahed; zahra cheraghi
Abstract
The aim of this study was to investigate the effect of epistemic emotions on Monitoring Accuracy, Regulation Accuracy and Performance in students. The research method was experimental with pretest-posttest design with control group and the statistical population included all male students of sixth grade ...
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The aim of this study was to investigate the effect of epistemic emotions on Monitoring Accuracy, Regulation Accuracy and Performance in students. The research method was experimental with pretest-posttest design with control group and the statistical population included all male students of sixth grade in Tehran. For this purpose, 37 male students of the sixth grade were assigned to experimental group and control group, randomly. In the pre-test, participants, after studying the exam text, predicted their score on the exam and determined the paragraphs that need to be restudy. Then, an exam was taken from the content of the studied text to determine monitoring accuracy, regulation accuracy and performance of participants. In the post-test, the procedure was the same, except that the experimental group received emotional cues and were stimulated to reflect on their epistemic emotions, after studying the text. For this perpose, Pekrun et al.'s EES scales (2016) was used. The results showed that the experimental group had significantly higher scores in Monitoring Accuracy, Regulation Accuracy and Performance in the post-test than the control group. In the educational process, it seems that paying attention to epistemic emotions, by providing internal feedback, makes realistic students' evaluation of their learning and improves Monitoring Accuracy, Regulation Accuracy and Performance in them.
