The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and SRL and then present a model of SRL that situates personal epistemology within that model. We then define epistemic emotions, describe under what conditions epistemic emotions arise, and delineate how these emotions may facilitate or constrain learning processes and learning outcomes. Specifically, we present five antecedents to epistemic emotions and five consequences of those emotions during learning. The five antecedents are control, value, novelty, complexity, and achievement or impasses of epistemic aims. The five consequences are effects on planning and goal setting, motivation, cognitive and metacognitive strategies, learning outcomes, and revisions to antecedents. We end with a discussion of educational implications and future directions for research.

中文翻译：

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认知情绪在个人认识论和自我调节学习中的作用

本文的目的是描述认知情绪在个人认识论和自我调节学习（SRL）中的作用。我们首先回顾一下个人认识论和SRL的重要原则，然后介绍一个将个人认识论置于该模型中的SRL模型。然后，我们定义认知情感，描述认知情感在什么条件下出现，并描述这些情感如何促进或限制学习过程和学习结果。具体来说，我们介绍了认知情感的五个先决条件以及这些情感在学习过程中的五个后果。这五个先决条件是控制，价值，新颖性，复杂性以及认知目标的实现或成败。这五种后果是对计划和目标设定，动机，认知和元认知策略，学习成果，以及对前件的修订。最后，我们讨论了教育意义和研究的未来方向。