Krista R Muis
Biographic Data
| ID | 2745613 |
|---|---|
| NAME | Krista R Muis |
| GIVEN NAMES | Krista R |
| FAMILY NAME | Muis |
| SIGNATURE | MUIS K R |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0002-0305-4608 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 27 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
A Systematic Review on Learning-Related Emotion Regulation
A Design-Based Intervention to Develop Elementary Students’ Digital Literacy Skills
UNESCO identified the formation of digital literacy skills as one of the most desired outcomes of education. Using an exploratory sequential mixed methods design, we explored elementary students’ perceptions of the truthfulness and trustworthiness of information on the internet and developed an intervention to improve students’ digital literacy skills. The intervention targeted elementary students from grades four through six. Six teachers served…
“Let’s get back to normal”
Objective: We examined the effectiveness of three different messages for persuading individuals to get vaccinated against COVID-19, and the role that emotions play in persuasion. Methods: Four hundred-thirty-six participants reported their concern about the COVID-19 pandemic and confidence/hesitancy toward vaccines. Participants were randomly assigned to one of three text conditions: (1) self-interest: a persuasive message that focused on how muc…
Epistemic Emotions and Epistemic Cognition Predict Critical Thinking About Socio-Scientific Issues
When thinking critically about socio-scientific issues, individuals’ expectations about the nature of knowledge and knowing, as well as their emotions when these expectations are met or not, may play an important role in critical thinking. In this study, we examined the role of epistemic emotions in mediating the effects of epistemic cognition on critical thinking when contending with conflicting information about genetically modified foods. Two …
Elementary students’ cognitive and affective responses to impasses during mathematics problem solving
We propose a model delineating the role of control, value, and cognitive disequilibrium in elementary students’ experience of emotions during mathematics problem solving. We tested this model across 2 studies. In Study 1, using an explanatory mixed-methods design, 136 students from Grades 3 to 6 worked on a complex mathematics problem appropriate for their grade level. A think-aloud protocol was used to capture cognitive processes, and trend anal…
Using persuasive refutation texts to prompt attitudinal and conceptual change
We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were then randomly assigned to receive additional information about advantages of GMFs, disadvantages of GMF…
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning
The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and SRL and then present a model of SRL that situates personal epistemology within that model. We then define epistemic emotions, describe under what conditions epistemic emotions arise, and delineate how these emotions may facilitate or constrain learning …
Measuring emotions during epistemic activities
Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 universit…
Identity and Epistemic Emotions During Knowledge Revision
Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experiment…
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
The curious case of climate change
To master or perform? Exploring relations between achievement goals and conceptual change learning
Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing.Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol.Sample and Method. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mech…
Modern psychometrics for assessing achievement goal orientation
Background A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. Aim We conducted traditional psychometric and modern Rasch‐model analyses of the Achievement Goals Questionnaire (AGQ, Elliot & McGregor, 2001 ) and the Patterns of Adaptive Learning Sc…
The Role of Epistemic Beliefs in Self-Regulated Learning
The purpose of this article is to present an integrated theoretical model between epistemic beliefs and self-regulated learning. Based on a review of various theoretical frameworks, models, and empirical studies that have examined relations between the two constructs, this article discusses the role of epistemic beliefs in self-regulated learning. Four propositions are presented: (a) epistemic beliefs are one component of the cognitive and affect…
Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories
Background. A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research.Aim. A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies Inventory (LASSI; Weinstein, 1987), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, S…
Domain-Generality and Domain-Specificity in Personal Epistemology Research
Identity and Epistemic Emotions During Knowledge Revision
Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experiment…
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
To master or perform? Exploring relations between achievement goals and conceptual change learning
Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing.Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol.Sample and Method. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mech…
Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories
Background. A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research.Aim. A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies Inventory (LASSI; Weinstein, 1987), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, S…
Domain-Generality and Domain-Specificity in Personal Epistemology Research
The Role of Epistemic Beliefs in Self-Regulated Learning
The purpose of this article is to present an integrated theoretical model between epistemic beliefs and self-regulated learning. Based on a review of various theoretical frameworks, models, and empirical studies that have examined relations between the two constructs, this article discusses the role of epistemic beliefs in self-regulated learning. Four propositions are presented: (a) epistemic beliefs are one component of the cognitive and affect…
Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories
Background. A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research.Aim. A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies Inventory (LASSI; Weinstein, 1987), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, S…
Modern psychometrics for assessing achievement goal orientation
Background A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. Aim We conducted traditional psychometric and modern Rasch‐model analyses of the Achievement Goals Questionnaire (AGQ, Elliot & McGregor, 2001 ) and the Patterns of Adaptive Learning Sc…
To master or perform? Exploring relations between achievement goals and conceptual change learning
Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing.Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol.Sample and Method. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mech…
The curious case of climate change
Identity and Epistemic Emotions During Knowledge Revision
Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experiment…
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
Measuring emotions during epistemic activities
Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 universit…
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning
The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and SRL and then present a model of SRL that situates personal epistemology within that model. We then define epistemic emotions, describe under what conditions epistemic emotions arise, and delineate how these emotions may facilitate or constrain learning …
Using persuasive refutation texts to prompt attitudinal and conceptual change
We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were then randomly assigned to receive additional information about advantages of GMFs, disadvantages of GMF…
Epistemic Emotions and Epistemic Cognition Predict Critical Thinking About Socio-Scientific Issues
When thinking critically about socio-scientific issues, individuals’ expectations about the nature of knowledge and knowing, as well as their emotions when these expectations are met or not, may play an important role in critical thinking. In this study, we examined the role of epistemic emotions in mediating the effects of epistemic cognition on critical thinking when contending with conflicting information about genetically modified foods. Two …
Elementary students’ cognitive and affective responses to impasses during mathematics problem solving
We propose a model delineating the role of control, value, and cognitive disequilibrium in elementary students’ experience of emotions during mathematics problem solving. We tested this model across 2 studies. In Study 1, using an explanatory mixed-methods design, 136 students from Grades 3 to 6 worked on a complex mathematics problem appropriate for their grade level. A think-aloud protocol was used to capture cognitive processes, and trend anal…
“Let’s get back to normal”
Objective: We examined the effectiveness of three different messages for persuading individuals to get vaccinated against COVID-19, and the role that emotions play in persuasion. Methods: Four hundred-thirty-six participants reported their concern about the COVID-19 pandemic and confidence/hesitancy toward vaccines. Participants were randomly assigned to one of three text conditions: (1) self-interest: a persuasive message that focused on how muc…
A Systematic Review on Learning-Related Emotion Regulation
A Design-Based Intervention to Develop Elementary Students’ Digital Literacy Skills
UNESCO identified the formation of digital literacy skills as one of the most desired outcomes of education. Using an exploratory sequential mixed methods design, we explored elementary students’ perceptions of the truthfulness and trustworthiness of information on the internet and developed an intervention to improve students’ digital literacy skills. The intervention targeted elementary students from grades four through six. Six teachers served…
Psychology (14 works) · Social Psychology (11 works) · Cognition (8 works) · Educational Strategies and Epistemologies (8 works) · Education and Critical Thinking Development (7 works) · Epistemology (7 works) · Innovative Teaching and Learning Methods (6 works) · Cognitive psychology (5 works) · Philosophy (5 works) · Education, Achievement, and Giftedness (4 works)