ArticleEurope's journal of psychology2025
Affective Reactions When Learning That Our Answer Is Biased: The Role of Negative Feedback in the Arousal of Epistemic Emotions.
Article in Europe's journal of psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Affective Reactions When Learning That Our Answer Is Biased: The Role of Negative Feedback in the Arousal of Epistemic Emotions.Europe's journal of psychology · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigated how different types of feedback influence emotional reactions in decision-making tasks involving high-confidence errors. The sample consisted of 596 undergraduate and postgraduate university students. Participants completed tasks and received either low informative feedback (indicating correctness) or high informative feedback (offering detailed explanations of correct answers). They reported their confidence levels and epistemic emotions of surprise, confusion, and curiosity. Participants reported epistemic emotions after each type of feedback. The results showed that confidence ratings did not differ between correct and incorrect answers. Incorrect answers elicited higher levels of surprise, curiosity, and confusion than correct answers. High informative feedback significantly reduced epistemic emotions, especially confusion, compared to low informative feedback. These results highlight the importance of detailed feedback in shaping epistemic emotions and enhancing learning in problem-solving contexts. Implications for research and teaching practices are discussed.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.