This study focused on five epistemic emotions, namely surprise, curiosity, confusion, interest, and wonder. The aim was to investigate their change during task processing, their interrelations as well as their relations with metacognitive experiences in problem solving. Participants were 108 undergraduate students of psychology. They responded to three scenarios of varying difficulty describing learning situations. Performance on the tasks was followed by external feedback on the correctness of the response. Τhe feedback created conditions eliciting epistemic emotions. The epistemic emotions were measured at three different times during task processing. There were also two measures of metacognitive experiences. The results showed that epistemic emotions differed in the three tasks, depending on the discrepancy between the initial schema that guided performance and the feedback. Furthermore, their intensity decreased as task processing progressed. There were also interrelations of epistemic emotions between them, particularly between confusion and wonder, and between surprise and all the other emotions. Finally, there were relationships between epistemic emotions and metacognitive feelings
