NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Location
Cyprus1
Laws, Policies, & Programs
Assessments and Surveys
Flesch Reading Ease Formula1
What Works Clearinghouse Rating
Showing 1 to 15 of 17 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Danielson, Robert W.; Sinatra, Gale M.; Trevors, Greg; Muis, Krista R.; Pekrun, Reinhard; Heddy, Benjamin C. – Journal of Experimental Education, 2023
When individuals seek to learn about scientific information, they likely turn to the Internet. There, they will find multiple documents with conflicting points of view and varying degrees of accuracy. Integrating this information is challenging and may evoke epistemic emotions which may, in turn, influence how this information is integrated.…
Descriptors: Thinking Skills, Epistemology, Psychological Patterns, Causal Models
Peer reviewed Peer reviewed
Direct linkDirect link
Muis, Krista R.; Chevrier, Marianne; Singh, Cara A. – Educational Psychologist, 2018
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…
Descriptors: Epistemology, Metacognition, Learning Strategies, Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Iordanou, Kalypso; Muis, Krista R.; Kendeou, Panayiota – Journal of Experimental Education, 2019
Relations between epistemic perspective and online epistemic processing of evidence when reading a text were examined. Thirty-seven young adolescents and 24 graduate university students were asked to read and think aloud with two texts, one in the history domain and the other in the science domain. Participants also completed a prior-knowledge…
Descriptors: Epistemology, Evidence, Early Adolescents, Graduate Students
Peer reviewed Peer reviewed
Direct linkDirect link
Bråten, Ivar; Muis, Krista R.; Reznitskaya, Alina – Educational Psychologist, 2017
In this article, we argue that teachers' epistemic cognition, in particular their thinking about epistemic aims and reliable processes for achieving those aims, may impact students' understanding of complex, controversial issues. This is because teachers' epistemic cognition may facilitate or constrain their implementation of instruction aiming to…
Descriptors: Epistemology, Controversial Issues (Course Content), Classroom Communication, Discussion (Teaching Technique)
Peer reviewed Peer reviewed
Direct linkDirect link
Muis, Krista R.; Gierus, Bogusia – Journal of Experimental Education, 2014
The authors examined whether students' epistemic and learning beliefs varied across different knowledge types in physics. On the basis of various beliefs frameworks, the authors predicted that individuals' beliefs would vary within a domain across the same content when presented conceptually versus procedurally. Participants were 81 high…
Descriptors: Physics, Student Attitudes, Beliefs, Epistemology
Peer reviewed Peer reviewed
Direct linkDirect link
Trevors, Gregory; Muis, Krista R. – Journal of Research in Reading, 2015
We investigated the online and offline effects of learner and instructional characteristics on conceptual change of a robust misconception in science. Fifty-nine undergraduate university students with misconceptions about evolution were identified as espousing evaluativist or non-evaluativist epistemic beliefs in science. Participants were…
Descriptors: Undergraduate Students, Student Characteristics, Attitude Change, Scientific Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Muis, Krista R.; Trevors, Gregory; Duffy, Melissa; Ranellucci, John; Foy, Michael J. – Journal of Experimental Education, 2016
The purpose of this study was to empirically scrutinize Muis, Bendixen, and Haerle's (2006) Theory of Integrated Domains in Epistemology framework. Secondary, college, undergraduate, and graduate students completed self-reports designed to measure their domain-specific and domain-general epistemic beliefs for mathematics, psychology, and general…
Descriptors: College Students, Student Attitudes, Beliefs, Epistemology
Peer reviewed Peer reviewed
Direct linkDirect link
Trevors, Gregory J.; Muis, Krista R.; Pekrun, Reinhard; Sinatra, Gale M.; Winne, Philip H. – Discourse Processes: A multidisciplinary journal, 2016
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…
Descriptors: Self Concept, Epistemology, Discourse Analysis, Undergraduate Students
Peer reviewed Peer reviewed
Direct linkDirect link
Franco, Gina M.; Muis, Krista R.; Kendeou, Panayiota; Ranellucci, John; Sampasivam, Lavanya; Wang, Xihui – Learning and Instruction, 2012
The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with…
Descriptors: Physics, Scientific Concepts, Learning, Mechanics (Physics)
Peer reviewed Peer reviewed
Direct linkDirect link
Greene, Jeffrey A.; Muis, Krista R.; Pieschl, Stephanie – Educational Psychologist, 2010
Users benefit most from computer-based learning environments (CBLEs) when they are adept at self-regulated learning (SRL). Learner characteristics, such as epistemic beliefs, influence SRL processing. Therefore, research into learning with CBLEs must account for interactions between epistemic beliefs and SRL. In this article we integrate epistemic…
Descriptors: Hypermedia, Epistemology, Role, Metacognition
Peer reviewed Peer reviewed
Direct linkDirect link
Muis, Krista R.; Duffy, Melissa C. – Journal of Educational Psychology, 2013
The purpose of this study was to assess the effectiveness of an intervention designed to foster epistemic change over the course of 1 semester. The intervention was based on constructivist teaching practices that incorporated teacher modeling of critical thinking of content, evaluation of multiple approaches to solving problems, and making…
Descriptors: Academic Achievement, Prior Learning, Self Efficacy, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Muis, Krista R.; Franco, Gina M. – Metacognition and Learning, 2010
Relations were examined between epistemic profiles, metacognition, problem solving, and achievement in the context of learning in an educational psychology course. Two hundred thirty-one university students completed self-report inventories reflecting their epistemic profiles and use of metacognitive strategies, and were epistemically profiled as…
Descriptors: Educational Psychology, Protocol Analysis, Problem Solving, Metacognition
Peer reviewed Peer reviewed
Direct linkDirect link
Muis, Krista R.; Franco, Gina M. – Contemporary Educational Psychology, 2009
Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis' [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. "Educational Psychologist," 42, 173-190] hypothesis that epistemic beliefs influence processes of self-regulated learning via…
Descriptors: Relationship, Undergraduate Students, Epistemology, Beliefs
Peer reviewed Peer reviewed
Direct linkDirect link
Muis, Krista R. – Contemporary Educational Psychology, 2008
Relations were examined between epistemic profiles, regulation of cognition, and mathematics problem solving. Two hundred sixty-eight students were sampled from undergraduate mathematics and statistics courses. Students completed inventories reflecting their epistemic profiles and learning strategies, and were profiled as rational, empirical, or…
Descriptors: Learning Strategies, Problem Solving, Profiles, Metacognition
Peer reviewed Peer reviewed
Direct linkDirect link
Muis, Krista R. – Educational Psychologist, 2007
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.…
Descriptors: Metacognition, Hypermedia, Independent Study, Epistemology
Previous Page | Next Page »
Pages: 1  |  2