Fostering conducive epistemic emotions to students' knowledge building (KB) is critical but challenging. Considering the potential role of metacognition and KB in promoting conducive epistemic emotions, we designed a quasi-experiment and examined the influence of collaborative analytics-enhanced reflective assessment (demonstrate metacognition) on conducive epistemic emotions to students' KB. The experimental class included 48 undergraduates engaged in KB inquiries enhanced by collaborative analytics-enhanced reflective assessment. In contrast, the comparison class included 46 undergraduates engaged in KB enhanced by portfolio assessment. Students' online Knowledge Forum discourse was collected and coded regarding the demonstrated epistemic emotions. Comparative analysis of the frequency distribution and lag sequential patterns of epistemic emotions revealed that the collaborative analytics-enhanced reflective assessment design fostered conducive epistemic emotions to KB among the undergraduates. Correlation analysis revealed positive correlations between conducive epistemic emotions, higher-level KB discourse moves, and individual knowledge creation. The findings enrich our understanding of promoting undergraduates' conducive epistemic emotions and uncover the relationships between metacognition, epistemic emotions, and KB practices. It provides implications for developing a reflective and collaborative culture, providing scaffoldings and opportunities for expressing and analyzing epistemic emotions, utilizing prompt sheets and collective reflections to enhance the productive use of analytics, and fostering a conducive emotional experience for students.

培养有利于学生知识构建（KB）的认知情感至关重要，但也具有挑战性。考虑到元认知和知识库在促进有益的认知情绪方面的潜在作用，我们设计了一个准实验，并检验了协作分析增强的反思性评估（展示元认知）对有利于学生知识库的认知情绪的影响。实验班包括 48 名本科生，他们通过协作分析增强型反思评估进行知识库查询。相比之下，比较班包括 46 名本科生，他们通过作品集评估进行知识库强化。收集学生的在线知识论坛话语并根据所表现的认知情绪进行编码。对认知情绪的频率分布和滞后序列模式的比较分析表明，协作分析增强的反思性评估设计在本科生中培养了有利于知识库的认知情绪。相关性分析显示，有利的认知情绪、更高水平的知识库话语动作和个人知识创造之间存在正相关关系。这些发现丰富了我们对促进大学生有益的认知情感的理解，并揭示了元认知、认知情感和知识库实践之间的关系。它为发展反思和协作文化提供了启示，为表达和分析认知情感提供了脚手架和机会，利用提示表和集体反思来提高分析的有效使用，并为学生培养有益的情感体验。