The Mediating Role of Epistemic Emotions in the Relationship Between Motivational Beliefs and Student Engagement

Abstract

The aim of this study was to examine the mediating role of
epistemic emotions in explaining the relationship between
motivational beliefs and student engagement. The study
involved 15,842 Croatian students from 73 secondary
schools and 984 classes. Students completed a questionnaire
assessing epistemic emotions (i.e., surprise, curiosity,
enjoyment, confusion, anxiety, frustration, and boredom),
motivational beliefs (i.e., self-efficacy and task value), and
student engagement (i.e., cognitive, emotional, and
behavioural). Data was analysed using multilevel structural
equation modelling. The results indicated that epistemic
emotions partially mediate the relationship between
motivational beliefs and student engagement at both the
within-class level (L1) and between-class level (L2). However,
the strength of the relationships between epistemic emotions,
motivational beliefs, and student engagement varied
depending on the level of analysis and the valence of the
emotions. The obtained results suggest that shaping students'
motivational beliefs can enhance their emotional experiences
and their engagement in learning.