Epistemic Emotions Among University Students
DOI:
https://doi.org/10.64940/jfath/2026.30.2.17Keywords:
Epistemic Emotions, University StudentsAbstract
The present study aimed to identify the level of cognitive emotions among university students and to examine the significance of differences according to the variables of gender (male-female) and specialization (scientific-humanities). The descriptive approach was adopted, and the research sample consisted of (400) male and female students from University of Diyala during the academic year (2024-2025), selected using the stratified random sampling method.
To achieve the objectives of the study, a Cognitive Emotions Scale was developed based on the model of Muis et al.. The scale consisted of (21) items distributed across seven domains: curiosity, surprise, confusion, frustration, enjoyment, anxiety, and boredom. The psychometric properties of the constructed scale were verified in terms of validity and reliability, and the findings demonstrated that the scale possessed acceptable levels of validity and reliability.
The results of the study revealed that university students demonstrated a high level of cognitive emotions. The findings also indicated that there were no statistically significant differences in cognitive emotions according to gender or academic specialization. This was interpreted as a result of students experiencing similar educational and social conditions that exert comparable influences on their cognitive emotions.
In light of the findings, the study recommended that educational institutions pay greater attention to students’ emotional and psychological well-being and work toward creating a supportive educational environment that enhances positive cognitive emotions and reduces negative ones, given their significant impact on academic achievement and learning.
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