Knowledge Building principles such as real ideas, authentic problems; epistemic agency; and collective responsibility for advancement of community knowledge convey ways in which Knowledge Building mirrors work in knowledge-creating communities. Previous studies suggest Metadiscourse—discourse about discourse—helps sustain and improve community knowledge. Do students’ emotions differ during metadiscourse compared to other discourse contexts? Is metadiscourse even possible in early elementary grades? If so, what emotions are associated with discourse moves requiring high-level reflection on prior discourse? Is it possible that such reflection engenders positive emotions required for sustained creative work with ideas? To address these issues, the authors engaged 22 grade 2 students (7 years old) in monthly metadiscourse sessions over four months, during which they discussed how their ideas changed, what they still wondered about, and what ideas they wanted to pursue. Video recordings of face-to-face sessions, online Knowledge Forum notes, students’ interviews, teacher’s reflections, and field notes were analyzed using discourse analysis, multi-faceted coding, and correlation analysis. The authors examined how students’ emotions and discourse moves differ in Knowledge Building discourse and metadiscourse and correlations between emotions and different discourse moves. The results show: (1) greater levels of enjoyment, reflection on previous ideas, and proposals for new directions for inquiry during metadiscourse sessions; (2) confidence positively associated with explanations and proposals for new directions for inquiry; (3) positive emotions associated with increasingly challenging cognitive work. The relationships between early elementary-grade students’ emotions and cognition during Knowledge Building is an underdeveloped area of investigation; in an effort to guide future research a model for regulating emotions in Knowledge Building is presented.

知识构建原则，例如真实的想法、真实的问题；认知机构；社区知识进步的集体责任传达了知识建设反映知识创造社区工作的方式。先前的研究表明元话语（关于话语的话语）有助于维持和提高社区知识。与其他语境相比，学生在元话语中的情绪是否有所不同？元话语在小学早期是否可能？如果是这样，哪些情绪与需要对先前话语进行高层次反思的话语动作相关？这种反思是否有可能产生持续的创造性工作所需的积极情绪？为了解决这些问题，作者让 22 名二年级学生（7 岁）参加了四个月的每月元话语课程，在此期间，他们讨论了他们的想法如何改变，他们仍然想知道什么，以及他们想要追求什么想法。使用话语分析、多方面编码和相关性分析对面对面会议的视频记录、在线知识论坛笔记、学生访谈、教师反思和现场笔记进行分析。作者研究了学生的情绪和话语动作在知识构建话语和元话语中的差异以及情绪和不同话语动作之间的相关性。结果显示：（1）更高水平的享受，对以前想法的反思，以及在元话语会议期间提出新的探究方向的建议；(2) 对新的探究方向的解释和建议有积极的信心；(3)积极情绪与日益具有挑战性的认知工作相关。小学早期学生在知识构建过程中情绪与认知之间的关系是一个尚未开发的研究领域；为了指导未来的研究，提出了一种在知识构建中调节情绪的模型。