Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change☆

We explored the role that epistemic emotions play in conceptual change, specifically whether task value served as an antecedent to these emotions and whether type of text (refutation or expository) moderated relations between task value, epistemic emotions, and learning strategies. One hundred twenty university undergraduates completed a measure of misconceptions about genetically modified foods and were randomly assigned to study an expository...