K
Krista R. Muis
Researcher at McGill University
Publications - 75
Citations - 4178
Krista R. Muis is an academic researcher from McGill University. The author has contributed to research in topics: Metacognition & Self-regulated learning. The author has an hindex of 29, co-authored 70 publications receiving 3522 citations. Previous affiliations of Krista R. Muis include University of Nevada, Las Vegas.
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Domain-Generality and Domain-Specificity in Personal Epistemology Research: Philosophical and Empirical Reflections in the Development of a Theoretical Framework
TL;DR: In this paper, the authors present a theoretical framework of personal epistemology that incorporates traditional and more contemporary epistemological stances from philosophical perspectives to offer another basis from which to examine this issue.
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Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research
TL;DR: In this paper, a review of 33 studies on students' epistemological beliefs about mathematics is presented, focusing on five categories: belief about mathematics, development of beliefs, effects of beliefs on behavior, domain differences, and changing beliefs.
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The Role of Epistemic Beliefs in Self-Regulated Learning
TL;DR: In this article, an integrated theoretical model between epistemic beliefs and self-regulated learning is presented, based on a review of various theoretical frameworks, models, and empirical studies that have examined relations between the two constructs.
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Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales.
TL;DR: The construction and validation of the Epistemically-Related Emotion Scales are described, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities.
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The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning
Krista R. Muis,Reinhard Pekrun,Gale M. Sinatra,Roger Azevedo,Gregory Trevors,Elisabeth Meier,Benjamin C. Heddy +6 more
TL;DR: This paper proposed a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes, which was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany.