Kristina Loderer

Bio: Kristina Loderer is an academic researcher from Ludwig Maximilian University of Munich. The author has contributed to research in topics: Curiosity & Cognition. The author has an hindex of 7, co-authored 12 publications receiving 218 citations. Previous affiliations of Kristina Loderer include University of Augsburg.

Surprised-curious-confused: Epistemic emotions and knowledge exploration.

Abstract: Some epistemic emotions, such as surprise and curiosity, have attracted increasing scientific attention, whereas others, such as confusion, have yet to receive the attention they deserve. In addition, little is known about the relations between these emotions, their joint antecedents and outcomes, and how they differ from other emotions prompted during learning and knowledge generation (e.g., achievement emotions). In 3 studies (Ns = 102, 373, 125) using a trivia task with immediate feedback, we examined within-person interrelations, antecedents, and effects of 3 epistemic emotions (surprise, curiosity, and confusion). Studies 2 and 3 additionally included 2 achievement emotions (pride and shame). Using multilevel modeling to disentangle within- and between-person variance, we found that achievement emotions were associated with accuracy (i.e., correctness of the answer), whereas epistemic emotions were related to high-confidence errors (i.e., incorrect answers a person was confident in) generating cognitive incongruity. Furthermore, as compared with achievement emotions, epistemic emotions were more strongly and positively related to subsequent knowledge exploration. Specifically, surprise and curiosity were positive predictors of exploration. Confusion had positive predictive effects on exploration which were significant in Studies 1 and 3 but not in Study 2, suggesting that the effects of confusion are less stable and need to be investigated further. Apart from the findings for confusion, the results were fully robust across all 3 studies. They shed light on the distinct origins and outcomes of epistemic emotions. Directions for future research and practical implications are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

Abstract: The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little...

Surprise, curiosity, and confusion promote knowledge exploration: evidence for robust effects of epistemic emotions

Abstract: Research has started to acknowledge the importance of emotions for complex learning and cognitive performance. However, research on epistemic emotions has only recently become more prominent. Research in educational psychology in particular has mostly focused on examining achievement emotions instead of epistemic emotions. Furthermore, only few studies have addressed functional mechanisms underlying multiple different epistemic emotions simultaneously, and only one study has systematically compared the origins and effects of epistemic emotions with other emotions relevant to knowledge generation (i.e., achievement emotions; Vogl et al., 2019). The present article aimed to replicate the findings from Vogl et al. (2019) exploring within-person interrelations, origins, and outcomes of the epistemic emotions surprise, curiosity, and confusion, and the achievement emotions pride and shame, as well as to analyze their robustness and generalizability across two different study settings (online; Study 1, n = 169 vs. lab; Study 2, n = 79). In addition, the previous findings by Vogl et al. (2019, Study 3) and the present two new studies were meta-analytically integrated to consolidate evidence on origins and outcomes of epistemic emotions. The results of the two new studies largely replicated the findings by Vogl et al. (2019). Combined with the meta-analytic results, the findings confirm distinct patterns of antecedents for epistemic vs. achievement emotions: Pride and shame were more strongly associated with the correctness of a person's answer (i.e., accuracy), whereas surprise, curiosity, and confusion were more strongly related to incorrect responses a person was confident in (i.e., high-confidence errors) producing cognitive incongruity. Furthermore, in contrast to achievement emotions, epistemic emotions had positive effects on the exploration of knowledge. Implications for research and practice are discussed.

School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct.

Abstract: BACKGROUND: Previous studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct. AIM: The aim of the present study was to test a bidirectional model of school-related subjective well-being and adaptability, and how they relate to achievement and behavioural conduct. METHOD: Data were collected from 539 Year 12 students over four waves. Achievement and behavioural conduct were measured in the first wave of data collection (T1 ), school-related subjective well-being and adaptability at the second and third waves (T2 and T3 ), and achievement and behavioural conduct again in the fourth wave of data collection (T4 ). RESULTS: A structural equation model showed that T2 school-related subjective well-being predicted higher T3 adaptability, but not vice versa. T3 school-related subjective well-being predicted greater T4 achievement and positive behavioural conduct, and T3 adaptability predicted greater T4 positive behavioural conduct. CONCLUSION: School-related subjective well-being promotes adaptability, achievement, and positive behavioural conduct, and adaptability is also related to positive behavioural conduct. Attempts to foster well-being and adaptability could show educational gains for students.

The Cambridge Handbook Of The Learning Sciences

Abstract: the cambridge handbook of the learning sciences is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the cambridge handbook of the learning sciences is universally compatible with any devices to read.

Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students

Abstract: This cross-sectional study investigated the associations among adaptability to the pandemic, personality, and levels of learning experiences (affective, cognitive, and behavioral) among higher education students required to adapt to an abrupt transition to synchronous online learning due to the global COVID-19 pandemic A sample of 1,217 college students from Israel completed an online questionnaire after transitioning to synchronous online learning during the COVID-19 pandemic Comparisons of reactions to the online condition versus more typical face-to-face learning conditions confirmed that students had pervasive negative reactions to the online condition that became necessary due to the pandemic Moreover, adaptability to the pandemic was associated broadly with more positive reactions across multiple indicators Support was also found for an indirect associations model such that personality traits were associated with specific reactions to online learning via their associations with adaptability Supplemental analyses highlighted the more positive reactions and learning adaptability of students who reported greater feelings of belonging and mattering The current findings attest to the role of adaptability and the significant challenges experienced by college students who experienced changes in their learning and life conditions due to the need to rapidly adjust to the changes and uncertainty brought about by the COVID-19 pandemic (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Four Ways of Considering Emotion in Cognitive Load Theory

Abstract: We discuss four ways in which emotion may relate to cognitive load during learning. One perspective describes emotions as extraneous cognitive load, competing for the limited resources of working memory by requiring the processing of task-extra or task-irrelevant information. Another perspective shows that encoding, storage, and retrieval of information are affected by emotion even before awareness of the material, and that emotion may directly affect memory by broadening or narrowing cognitive resources, and by mechanisms such as mood-dependent and mood-congruent processing. A third perspective describes how emotion may affect intrinsic cognitive load, such as when emotion regulation is part of the learning outcomes. We also discuss a dual-channel assumption for emotions. A final perspective is that emotion affects motivation, and, in turn, mental effort investment. These four ways of considering emotion as part of CLT are best understood when taking an interval view of cognitive load.

Components of Emotional Meaning: A Sourcebook

Abstract: Components of Emotional Meaning: A Sourcebook Edited by Johnny J. R. Fontaine, Klaus R. Scherer, & Cristina Soriano. Oxford University Press. 2013. £60.00 (hb). 672 pp. ISBN: 9780199592746 Emotions have gradually replaced instincts in human evolution, allowing flexible and varied responses in a