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Affect, Epistemic Emotions, Metacognition, and Self-Regulated Learning


by Anastasia Efklides — 2017

This article deals with the functioning of affect and epistemic emotions, such as surprise and curiosity, in self-regulated learning (SRL). The claim is that affect plays a major role in SRL not only as an independent process that can facilitate or impede learning activities and performance but also through its interactions with cognition and metacognition. These interactions render metacognition a hot rather than a cold process. Critical cognitive states that have implications for affect and metacognition are processing fluency/disfluency, interruptions, discrepancies, or gaps in knowledge. Epistemic emotions focus on such cognitive states and are related to metacognitive experiences such as feeling of difficulty (in the case of surprise) and feeling of confidence (in the case of curiosity). Two studies exemplifying the relations between metacognitive experiences and epistemic emotions are presented. The implications of the findings for learning and SRL are discussed.


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Cite This Article as: Teachers College Record Volume 119 Number 13, 2017, p. -
http://www.tcrecord.org ID Number: 21913, Date Accessed: 8/17/2017 11:34:45 AM

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About the Author
  • Anastasia Efklides
    Aristotle University of Thessaloniki, Greece
    E-mail Author
    ANASTASIA EFKLIDES is professor of experimental and cognitive psychology at Aristotle University of Thessaloniki, Greece. Her research interests include metacognition, motivation, and self-regulation, particularly metacognitive feelings and their interactions with cognitive and affective factors. She was conferred the degree of doctor of philosophy honoris causa by the Faculty of Education of the University of Koblenz-Landau at Landau, Germany, and received awards from prestigious professional associations. She served as Editor of Learning and Instruction and is currently Associate Editor of Metacognition and Learning.
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