Pekrun Reinhard, Vogl Elisabeth, Muis Krista R, Sinatra Gale M
a Department of Psychology , University of Munich , Munich , Germany.
b Institute for Positive Psychology and Education , Australian Catholic University , Sydney , Australia.
Cogn Emot. 2017 Sep;31(6):1268-1276. doi: 10.1080/02699931.2016.1204989. Epub 2016 Jul 22.
Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 university students from the United States, Canada, and Germany). The findings document the reliability, internal validity, and external validity of the instrument. A seven-factor model best fit the data, suggesting that epistemically-related emotions should be conceptualised in terms of discrete emotion categories, and the scales showed metric invariance across the North American and German samples. Furthermore, emotion scores changed over time as a function of conflicting task information and related significantly to perceived task value and use of cognitive and metacognitive learning strategies.
在认知活动中评估多种情绪的测量工具严重匮乏。我们描述了认知相关情绪量表的构建与验证过程，该量表用于测量在认知性认知活动中出现的惊讶、好奇、愉悦、困惑、焦虑、沮丧和无聊等情绪。该工具在一项关于从相互矛盾的文本中学习时的情绪的跨国研究中进行了测试（N = 438名来自美国、加拿大和德国的大学生）。研究结果证明了该工具的信度、内部效度和外部效度。一个七因素模型最能拟合数据，这表明认知相关情绪应根据离散的情绪类别来概念化，并且该量表在北美和德国样本中显示出度量不变性。此外，情绪得分会随着时间的推移而变化，这是相互矛盾的任务信息的函数，并且与感知到的任务价值以及认知和元认知学习策略的使用显著相关。
