Krista R. Muis
James McGill Professor
Ph.D., Simon Fraser University, Educational Psychology
M.A., University of Victoria, Mathematics Psychology, Psychophysics
B.A. Honours, University of Waterloo, Psychology
My research interests are in the areas of epistemic cognition, emotion, self-regulated learning and conceptual change in the context of mathematics and science learning. I am interested in how students’ epistemic cognition and emotions influence various facets of learning and academic performance. I also explore how individuals process complex, contradictory content on socio-scientific issues such as climate change, genetically modified foods, COVID-19, and vaccinations. I examine what role misconceptions play when learning about these topics, and how beliefs and emotions facilitate or constrain learning under these conditions. My research is conducted in the lab as well as in classroom contexts with students ranging from kindergarten to adult learners.
A second general line of research that I pursue involves the measurement of educational constructs. Research along these lines includes the development and improvement of measuring instruments and new methodologies that go beyond self-report data. As a methodologist, I apply knowledge from this field as well as the field of measurement to evaluate current measuring instruments designed to tap into various educational constructs.
Current Research Grants
Principal Investigator, $358,241. Title: “Fostering epistemic cognition and self-regulation learning in mathematics and science.” Social Sciences and Humanities Research Council of Canada, Insight Grant (Muis, K. R., Robinson, K., Pekrun, R, Sinatra, G., & Kendeou, P.) (2020-2024)
Previous Research Grants
Principal Investigator, $43,980. Title: “Fostering digital literacy in a post-truth era: Training programs for teachers and students from K-12.” Canadian Internet Registration Program: Community Investment Grant. (Muis, K. R., & Dubé, A.) (2020-2021)
Principal Investigator, $74,732. Title: “Fostering digital literacy in a post-truth era: A mixed methods investigation and pilot intervention.” Social Sciences and Humanities Research Council of Canada, Insight Development Grant Program (Muis, K. R. & Dubé, A.). (2020-2022)
Principal Investigator, $6,000. Title: “Fostering digital literacy: A mixed-methods intervention approach.” Social Sciences and Humanities Research Council of Canada, McGill Internal Program. (2019-2020)
Co-Investigator, $293,528. Title: “Investigating elementary age children's development of self regulation for learning.” Funded by the Social Sciences and Humanities Research Council of Canada, Insight Grant. (Perry, N., Muis, K. R., Butler, D. L., Hutchinson, L. R., Shapka, J., & Whitebread, D.) (2016-2020).
Principal Investigator, $497,286. Title: “Fostering epistemic belief change: The role of epistemic emotions and self-regulated learning.” Funded by the Social Sciences and Humanities Research Council of Canada, Insight Grant. (Muis, K. R., Winne, P. H., Pekrun, R., & Sinatra, G. M.) (2014-2019)
Co-Investigator, $2,500,000. Title: “Learning Environments Across Disciplines (LEADS): Supporting Technology Rich Learning across Disciplines. PI: Susanne Lajoie. Funded by the Social Sciences and Humanities Research Council of Canada, Partnership Grant. (Lajoie, S., Azevedo, R., Muis, K.R., Chi, M., Pekrun, R., Lester, J., Calvo, R., Shute, V., Leighton, J., VanLehn, Frasson, C., Hmelo-Silver, C., & Wiseman, J.) (2012-2019)
Co-Investigator, $63,710. Title: “The role of emotion regulation on epistemic emotions in mathematics problem-solving: A CBT school-based intervention.” Funded by the Social Sciences and Research Council of Canada, Insight Development Grant. (Montreuil, T., & Muis, K. R.) (2016-2018)
Principal Investigator, $150,000. Title: “Environnements d'apprentissage technologiques: augmenter la motivation, l'autorégulationet la réssuite scolaire des étudiants à l'aide de l'apprentissage par l'enseignement.” Fundeded by the Fonds de la Recherche sur la Societe et la Culture (FRQSC). (Muis, K. R., Lajoie, S. P., Sparks, R., & Roberts, C.) (2014-2017)
Principal Investigator, $438,680. Title: "Identification et évaluation des retombées de l’enseignement et l’apprentissage par investigation raisonnée, phase 2 : l’alignement et les outils soutenant ledéveloppement professionnel." Funded by the Fonds de Reserche sur la Societe et la Culture, Team Research Grant. (2011-2015)
Principal Investigator, $167,236. Title: “Epistemic beliefs and emotions: Examining their roles in self-regulated learning and epistemic change.” Funded by the Social Sciences and Humanities Research Council of Canada. (2011-2014)
Principal Investigator, $7000. Title: “Comparing iApples and oranges: The effects of iPads and traditional tools on kindergarten students’ motivation and learning.” Funded by the Social Sciences and Humanities Research Council of Canada, Internal Grants Program, McGill University. (Muis, K. R., & Tellier, A.) (2012-2013)
Principal Investigator, $39,600. Title: "The development of epistemic beliefs and their relations to self-regulated learning and achievement." Funded by the Fonds de Reserche sur la Societe et la Culture. (2009-2012)
Principal Investigator. Title: "TIDE’s in, dirt’s out: Empirical scrutiny of Muis, Bendixen, and Haerle’s (2006) Theory of Integrated Domains in Epistemology (TIDE) Framework." Funded by the American Psychological Association. (2009-2011) ($7,500 USD)
Collaborator. Title: “Uncovering the relation between principals' leadership style and epistemological beliefs and its implications for school training.” Funded by the Cypress Research Promotion Foundation. (2008-2011) ($120,690)
Principal Investigator. Title: “Epistemic beliefs: Their development, and relations to self-regulated learning, motivation, and achievement.” Funded by the Social Sciences and Humanities Research Council of Canada. (2007-2011) ($151,393)
Principal Investigator. Title: “Increasing academic performance in undergraduate mathematics and chemistry students: An achievement motivation intervention." Funded by the Canadian Council on Learning. (2007-2008) ($70,000)
Co-Investigator. Title: “What university students know and do not know about inquiry-based teaching and learning: The alignment of teacher education and science education with a model of inquiry.” Funded by the Social Sciences and Humanities Research Council of Canada. (B. M. Shore, M. W. Aulls, C. S. Kalman, R. Stringer, M. A. B. Delcourt, K. R. Muis, & A. Savard.) (2008-2011) ($190,687)
Co-Investigator. Title: "L’identification et l’évaluation des résultats de la participation dans l’apprentissage et l’enseignement basés sur l’enquête: Lancer les passerelles entre la recherche et la pratique [Identification and evaluation of outcomes of participation in inquiry-based learning and teaching: Bridging the research-practice gap]." Funded by the Fonds Quebecois de la Recherche sur la Societe et la Culture (FQRSC) Team Research Grant. (M. W. Aulls, B. M. Shore, C. S. Kalman, R. Stringer, M. A. B. Delcourt, K. R. Muis, & A. Savard.) (2008-2011) ($319,630)
Co-Investigator. Title: “Effects of 'Waterford Early Math and Science' on achievement.” Funded by Pearson Digital Learning. (2005-2007) ($65,000)
Principal Investigator. Title: “Improving mathematics learning: It’s all about beliefs.” New Investigator Award from the University of Nevada, Las Vegas. (2005-2007) ($15,000)
Collaborator. Title: “Knowing Mathematics: Field test results for the Clark County School District.” Funded by the Institute of Educational Sciences. (2004-2005) ($20,000)
2023 James McGill Professor Award, McGill University (2023-2030).
2023 Scholarship of Teaching and Learning Award, from the National Institute on the Teaching of Psychology.
2022 Ranked 4th Most Productive Female Scholar in Educational Psychology Journals from 2015-2021 (see Griffin et al. [2022], Educational Psychology Review).
2022 Ranked 11th Most Productive Scholar in Educational Psychology Journals from 2015-2021 (see Fong et al. [2022], Educational Psychology Review).
2020 Fellow, Division 15 of the American Psychological Association.
2019 Visiting Scholar Fellowship, Faculty of Psychology, Pontificia Universidad Católica de Chile.
2018 Member of the Royal Society of Canada, College of New Scholars, Artists and Scientists.
2018 Most Productive Female Author in Highest-Ranked Journals in Educational Psychology (see Greenbaum, Goodsir, Smith, & Robinson, 2018).
2018 Nominated for the Principal’s Prize for Excellence in Teaching, Associate Professor Level, McGill University.
2018 Canada Research Chair (Tier II) in Epistemic Cognition and Self-Regulated Learning (2018-2023).
2016 Chosen as Female Professor of the Year in Educational Psychology, Corporate Vision, UK.
2015 Chosen as “Most Inspiring Graduate Student over the past 50 Years,” Simon Fraser University, Faculty of Education, Canada.
2014 Recipient of the Richard E. Snow Award for Early Career Contributions from the American Psychological Association, Division 15.
2013 Visiting Scholar Fellowship, Center for Advanced Studies, Ludwig-Maxmillians Universität München.
2013 Canada Research Chair (Tier II) in Epistemic Cognition and Self-Regulated Learning (2013-2018).
2011 Principal’s Prize for Excellence in Teaching, Assistant Professor Category, McGill University.
2009 Early Career Research Award, from Division 15 of the American Psychological Association.
2005 Dean of Graduate Studies Convocation Medal for Academic Excellence, Simon Fraser University.
2005 Dunlop Award, for Outstanding Doctoral Dissertation in Canada, Awarded by the Canadian Society for the Study of Education.
Current PhD Students:
Cara Singh: Cara's research interests include the role of academic emotions and social emotions on understanding and achievement, and the co-regulation of learning in cooperative learning contexts like complex mathematics problem solving. Cara defended her dissertation on October 17, 2023.
Kelsey Losenno: Kelsey is interested in tracking what features of classroom contexts facilitate the development of elementary school students' self-regulated learning during mathematics problem solving. Kelsey defended her dissertation on October 3, 2023.
Nesma Etoubashi: Nesma is a fourth-year PhD student in the School/Applied Child Psychology program. Nesma is passionate about education, equality, children, and all things psychology related. Her doctoral research examines the effectiveness of an intervention aimed at changing racist misconceptions, attitudes, emotions, and ultimately, behaviour towards the Muslim population in Quebec and Canada.
Shuting Wang: Shuting is a second-year PhD student. She is interested in science education and science communication. Additionally, she is keen on exploring the role of science literacy in people's epistemic cognition.
Mengqian Wu: MQ is interested in designing, building, and researching technology that increases engagement, self-control, self-regulation, and awareness using methods of network analysis, educational data mining and machine learning in physiological, behavioral, cognitive, and metacognitive data.
Sasha Li: Sasha is a first-year PhD student. She is interested in how emotions evolve during the different stages of Self-Regulated Learning (SRL) and the pivotal role emotional regulation plays in enhancing learning outcomes. She aims to investigate the dynamic nature of emotions in SRL, their impact on the learning process, and the effectiveness of emotional regulation techniques to optimize learning experiences. Ultimately, she seeks to uncover strategies for personalized emotional regulation that can improve self-regulated learning.
Current MA Students:
Martina Kohatsu: Martina is a second-year MA student who is interested in students’ emotions during statistics problem-solving and adapting models of self-regulated learning and epistemic cognition to include alternative ways of knowing.
Current MEd Students:
Stephanie Bowen: Stephanie is a a second year M.Ed. Learning Sciences student interested in longitudinal qualitative changes in executive functioning skills, motivation, and SRL. She aims to investigate major transitional periods or developmental stages such as childhood to adolescence, high school to post-secondary, etc. and how these skills are impacted in educational climates.
Forthcoming Publications
Singh, C. A., & Muis, K. R. (accepted). An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation. Educational Psychologist.
Articles in Refereed Journals
Danielson, R. W., Sinatra, G. M., Trevors, G., Muis, K. R., Pekrun, R., & Heddy, B. C. (2022). Can multiple texts prompt casual thinking? The role of epistemic emotions. Journal of Experimental Education. DOI:10.1080/00220973.2022.2107604
Denton, C. A., Muis, K. R., Dubé, A., & Armstrong, S. (2022). En-garde: Source evaluations in the digital age. Advances in Social Sciences Research Journal, 9, 320-360.
Muis, K. R., Sinatra, G. M., Pekrun, R., Kendeou, P., Mason, M., Jacobson, N., Tilburg, W., Orcutt, E., Zaccoletti, S., & Losenno, K. M. (2022). Flattening the COVID-19 curve: Impacts of a persuasive message on self-reported behaviors across four countries. Frontiers in Psychology: Personality and Social Psychology.
Muis, K. R., Denton, C. A., & Dubé, A. (2022). Identifying CRAAP on the Internet: A source evaluation intervention. Advances in Social Sciences Research, 9, 239-265.
Muis, K. R., Chevrier, M., Denton, C. A., & Losenno, K. M. (2021). Epistemic emotions and epistemic cognition predict critical thinking about socio-scientific issues. Frontiers in Education: Educational Psychology, 6, 1-18.
Munzar, B., Muis, K. R., Denton, C. & Losenno, K. (2021). Elementary students’ cognitive and affective responses to impasses during mathematics problem-solving. Journal of Educational Psychology, 113, 104-124.
Chevrier, M., Muis, K. R., & Di Leo, I. (2020). Calibration to task complexity: The role of personal epistemology. Journal of Experimental Education, 88, 1-26.
Losenno, K., Muis, K. R., Munzar, B., Denton, C., & Perry, N. E. (2020). The dynamic roles of cognitive reappraisal and self-regulated learning during mathematics problem solving: A mixed methods investigation. Contemporary Educational Psychology, 61.
Thacker, I. E., Sinatra, G. M., Muis, K. R., Danielson, R. W., Pekrun, R., Winne, P. H., & Chevrier, M. (2020). Using persuasive refutation texts to prompt attitudinal and conceptual change. Journal of Educational Psychology, 112(6), 1085–1099.
Vivian, J. A., & Muis, K. R. (2020). Epistemic beliefs moderate mediations among attitudes, prior misconceptions, and conceptual change. Advances in Social Sciences Research Journal, 7(6), 87-105.
Chevrier, M., Muis, K. R., Trevors, G. Pekrun, R., & Sinatra, G. M. (2019). Exploring the antecedents and consequences of epistemic emotions. Learning and Instruction, 63, 1-18.
Chevrier, M., Muis, K. R., & Di Leo, I. (2019). Calibration to task complexity: The role of personal epistemology. Journal of Experimental Education, 1-18. doi:10.1080/00220973.2019.1584740
Di Leo, I., Muis, K. R., Singh, C., & Psaradellis, C. (2019). Curiosity... Confusion? Frustration! The role and sequencing of emotions during mathematics problem solving. Contemporary Educational Psychology, 58, 121-137.
Milman, E., Neimeyer, R., Fitzpatrick, M., MacKinnon, C. J., Muis, K. R., & Cohen, S. R. (2019). Rumination moderates the role of meaning in the development of prolonged grief symptomatology. Journal of Clinical Psychology. doi:10.1002/jclp.22751
Oppong, E., Shore, B. M., & Muis, K. R. (2019). Clarifying the connections among giftedness, metacognition, self-regulation, and self-regulated learning: Implications for theory and practice. Gifted Child Quarterly, 63, 102-119.
Iordanou, K., Muis, K. R., & Kendeou, P. (2018). Epistemic cognition, prior knowledge, and meta-level processing of evidence during reading in young adolescents and adults. Journal of Experimental Education. doi:10.1080/00220973.2018.1482857
Merk, S., Rosman, T., Muis, K. R., Kelava, A., & Bohl, T. (2018). Topic-specific epistemic beliefs: Extending the Theory of Integrated Domains in personal epistemology. Learning and Instruction, 56, 84-97.
Milman, E., Neimeyer, R. A., Fitzpatrick, M.,MacKinnon, C. J., Muis, K. R. & Cohen, S. R.(2018). Prolonged grief symptomatology following violent loss: The mediating role of meaning.European Journal of Psychotraumatology, 8, 1-13.
Muis, K. R., Sinatra, G. M., Pekrun, R., Winne, P. H., Trevors, G., Losenno, K., & Munzar, B. (2018). Main and moderator effects of refutation on value, epistemic emotions, and learning processes during knowledge revision. Contemporary Educational Psychology, 55, 155-165.
Muis, R. R., Chevrier, M., & Singh, C. (2018). The role of epistemic emotions in personal epistemology and self-regulated learning. Educational Psychologist, 53, 145-165.
Mukhtar, F., Muis, K. R., & Elizov, M. (2018). Relations between psychological needs satisfaction, motivation, and self-regulated learning strategies in medical residents: A cross-sectional study. MedEdPublish, 7, 1-11.
Tsuda, A., & Muis, K. R. (2018). The anti-vaccination debate: A cross-cultural exploration of emotions and epistemic cognition. Advances in Social Sciences Research Journal, 5, 255-283.
Bråten, I., Muis, K. R., & Reznitskaya, A. (2017). Teachers’ epistemic cognition in the context of dialogic practice: A question of calibration? Educational Psychologist, 52, 253-269.
Pekrun, R., Meier, E., Muis, K. R., & Sinatra, G. M. (2017). Measuring emotions during epistemic activities: The Epistemically-Related Emotions Scales (EES). Cognition and Emotion, 31(6), 1268-1276.
Ranellucci, J., Hall, N. C., Muis, K. R., & Lajoie, S. P. (2017). Mastery, maladaptive learning behavior, and academic achievement: An intervention approach. Canadian Journal of Education, 40, 705-738.
Trevors, G., Muis, K. R., Pekrun, R., & Sinatra, G. M. (2017). Exploring relations between epistemic beliefs, emotions, and learning from texts. Contemporary Educational Psychology, 48, 116-132.
Duffy, M., Muis, K. R., Foy, M. J., Trevors, G., & Ranellucci, J. (2016). Exploring relations between teachers’ beliefs, instructional practices, and students’ beliefs in statistics. International Education Research, 4, 14-36.
Hall, N., Sampasivam, L., Muis, K. R., & Ranellucci, J. (2016). Achievement goals and emotions: The meditational roles of perceived progress, control, and value. British Journal of Educational Psychology, 86, 313-330.
Muis, K. R., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (2016). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology, 108, 474-492.
Muis, K. R., Winne, P. H., & Ranellucci, J. (2016). The role of calibration bias and performance feedback in achievement goal regulation. International Education Research, 4, 37-66.
Muis, K. R., Trevors, G., Duffy, M. C., Ranellucci, J., & Foy, M. J. (2016). Testing the TIDE: Examining the nature of students’ epistemic beliefs using a mixed methods approach. Journal of Experimental Education, 84, 264-288.
Tedone, E., Muis, K. R., & Sladeczek, I. (2016). A social emotional program for students with speech and language exceptionalities: A psychoeducational approach. Literacy Information and Computer Education Journal, 7(4), 2428-2435.
Trevors, G., Muis, K. R., Pekrun, R., Sinatra, G. M., & Winne, P. H. (2016). Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect. Discourse Processes, 53, 339-370.
Muis, K. R., Pekrun, R., Sinatra, G. M., Azevedo, R., Trevors, G., Meier, E., & Heddy, B. (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction, 39, 168-183.
Muis, K. R., Psaradellis, C., Lajoie, S. P., Di Leo, I., & Chevrier, M. (2015). The role of epistemic emotions in mathematics problem solving. Contemporary Educational Psychology, 42, 172-185.
Muis, K. R., Ranellucci, J., Trevors, G., & Duffy, M. C. (2015). The effects of technology-mediated immediate feedback on kindergarten students’ attitudes, emotions, engagement and learning outcomes during literacy skills development. Learning and Instruction, 38, 1-13.
Trevors, G., & Muis, K. R. (2015). Interactions between epistemic beliefs and text-based conceptual change instruction on misconceptions in evolution. Journal of Research in Reading, 38, 361-386.
Muis, K. R., Duffy, M. C., Trevors, G., Ranellucci, J., & Foy, M. J. (2014). What were they thinking? Using cognitive interviewing to examine the validity of self-reported epistemic beliefs. International Education Research, 2, 17-32.
Muis, K. R., & Gierus, B. (2014). Beliefs about knowledge, knowing, and learning: Differences across knowledge types in physics. Journal of Experimental Education, 82, 408-430.
Muis, K. R., & Duffy, M. C. (2013). Epistemic climate and epistemic change: Instruction designed to change students’ epistemic beliefs and learning strategies and improve achievement. Journal of Educational Psychology, 105, 213-225.
Muis, K. R., Ranellucci, J., Franco, G. M., & Crippen, K.J. (2013). The interactive effects of personal achievement goals and performance feedback in an undergraduate science class. Journal of Experimental Education, 81, 556-578.
Ranellucci, J., Muis, K. R., Wang, X., Duffy, M., & Franco, G. M. (2013). To master or perform? Exploring relations between achievement goals and conceptual change learning. British Journal of Educational Psychology, 83, 431-451.
Shi, Y., Frederiksen, C. H., & Muis, K. R. (2013). A cross-cultural study of self-regulated learning in a computer-supported collaborative learning environment. Learning and Instruction, 23, 52-59.
Franco, G. M., Muis, K. R., Kendeou, P., Wang, X., Ranellucci, J., & Sampasivam,L. (2012). Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics. Learning and Instruction, 22, 62-77.
Muis, K. R., & Winne, P. H. (2012). Assessing the psychometric properties of the Achievement Goals Questionnaire across task contexts. Canadian Journal of Education, 35, 232-248.
Kendeou, P., Muis, K. R., & Fulton, S. (2011). Reader and text factors on reading comprehension processes. Journal of Research in Reading, 34, 365-383.
Muis, K. R., Franco, G. M., & Gierus, B. (2011). Examining epistemic beliefs across conceptual and procedural knowledge in statistics. International Journal on Mathematics Education, 43, 507-519.
Muis, K. R., Kendeou, P., & Franco, G. M. (2011). Consistent results with the consistency hypothesis? The effects of epistemic beliefs on metacognitive processing. Metacognition and Learning, 6, 45-63.
Winne, P. H., & Muis, K. R. (2011). Statistical estimates of learners’ judgments about knowledge in calibration of achievement. Metacognition and Learning, 6, 179-193.
Greene, J., Muis, K. R., & Pieschl, S. (2010). The role of epistemic beliefs in students’ self-regulated learning with computer-based learning environments: Conceptual and methodological issues. Educational Psychologist, 45, 245-257.
Muis, K. R., & Franco, G. (2010). Epistemic profiles and metacognition: Support for the consistency hypothesis. Metacognition and Learning, 5, 27-45.
Crippen, K., Biesinger, K., Muis, K. R., & Orgill, M. K. (2009). The role of goal orientation and self-efficacy in learning from Web-based worked examples. Journal of Interactive Learning Research, 20, 385-403.
Muis, K. R., & Edwards, O. V. (2009). Examining the stability of achievement goal orientations. Contemporary Educational Psychology, 34, 265-277.
Muis, K. R., & Franco, G. (2009). Epistemic beliefs: Setting the standards in self-regulated learning. Contemporary Educational Psychology, 34, 306-318.
Muis, K. R., Winne, P. H., & Edwards, O. (2009). Modern psychometrics for assessing achievement goal orientation: A Rasch analysis. British Journal of Educational Psychology, 79, 547-576.
Biesinger, K. Crippen, K., & Muis, K. R. (2008). The impact of block scheduling on students motivation and classroom practice in mathematics. NASSP Bulletin, 92, 191-208.
Muis, K. R. (2008). Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving. Contemporary Educational Psychology, 33, 177-208.
Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173-190.
Muis, K. R., Winne, P. H., & Jamieson-Noel, D. L. (2007). Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories. British Journal of Educational Psychology, 77, 177-195.
Muis, K. R., Bendixen, L. D., & Haerle, F. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3-54.
Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74, 317-377.
Book Chapters
Schutz, P. A & Muis, K. R., (2024). An introduction to the Handbook of Educational Psychology, Fourth Edition. In P. A. Schutz & K. R. Muis (Eds), Handbook of educational psychology (4thed.) (pp. 3-11). New York, NY: Routledge.
Muis, K. R., & Schutz, P. A. (2024). The prejudiced past and progressive future of educational psychology. In P. A. Schutz and K. R. Muis (Eds.) Handbook of Educational Psychology, Fourth Edition (pp. 721-729). Routledge.
Singh, C. A., & Muis, K. R. (2021). The role of social emotions and co-regulation of learning during complex mathematics problem solving. In P. Metallidou and D. Moraitou (Eds.), Trends and Prospects in Metacognition Research across the Life Span - A Tribute to Anastasia Efklides (pp. 103-133). Netherlands: Springer.
Denton, C., Muis, K. R., Munzar, B., & Etoubashi, N. (2020). Putting self-regulated learning and metacognition into multiple perspectives. In D. Lombardi, P. Van Meter, A. List, and P. Kendeou (Eds.), Handbook of learning from multiple representations and perspectives (pp. 314-328). Routledge.
Muis, K. R., & Singh, C. A. (2018). The three facets of epistemic thinking in self-regulated learning. In D. Schunk & J. Greene (Eds.), Handbook of self-regulated of learning and performance. (pp. 434-456). NY: Routledge.
Vogl, E., Pekrun, R., & Muis, K. R. (2018). Validierung eines deutschprachigen Instruments zur Messung epistemischer Emotionen: Die Epistemic Emotions Scales – Deutsch (EES-D). (Validating a German-language instrument for measuring epistemic emotions: The Epistemic Emotions Scales – Germany (EES – D). In G. Hagenauer & T. Hascher (Eds.), Emotionen und emotionsregulation in schule und hochschule (Emotions and emotion regulation in school and university) (pp. 259-272). Munich: Waxmann Verlag.
Duffy, M. C., Muis, K. R., & Foy, M. J. (2017). Examining relations between constructivist pedagogy and pre-service teachers’ epistemic and learning beliefs. In G. Schraw, J. Brownlee, L. Olafson & M. Vanderveldt, Teachers’ personal epistemologies: Evolving models for transforming practice (pp. 265-290) Information Age Press.
Muis, K. R., Trevors, G., & Chevrier, M. (2016). Epistemic climate for epistemic change. In I. Bråten, J. Greene, & B. Sandoval (Eds.), Handbook of epistemic cognition. Routledge.
Murphy, P. K., Alexander, P. A., & Muis, K. R. (2012). Knowledge and knowing: The journey from philosophy and psychology to human learning. In K. Harris, S. Graham, & T. Urdan (Eds.), Educational Psychology Handbook: Vol. 1. Theories, constructs, and critical issues. (pp. 189-226) Washington, DC: American Psychological Association.
Muis, K. R., & Foy, M. J. (2010). The effects of teachers’ beliefs on elementary students’ beliefs, motivation, and achievement in mathematics. In L. D. Bendixen & F. Haerle (Eds.), Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice. (pp.435-469) NY: Cambridge University Press.
Muis, K. R., & Sinatra, G. M. (2008). Universities’ cultures and epistemic beliefs: Examining differences between two similar countries. In M. S. Khine (Ed.), Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures. (pp. 137-150). Netherlands: Springer.
Winne, P. H., Jamieson-Noel, D. L., & Muis, K. R. (2002). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In P.R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: New directions in measures and methods. (Vol. 12, pp. 121-155). Greenwich, CT: JAI Press.
Books
Schutz, P. A., & Muis, K. R. (2024). Handbook of Educational Psychology (Vol. 4). Routledge.
Pekrun, R., Muis, K. R., Goetz, T., & Frenzel, A. (2018). Emotions at School. Routledge, NY.
Conference Proceedings
Foy, M. J., & Muis, K. R. (2018). Guilty as charged! Putting psychological research on trial. In R. L. Miller & T. Collette (Eds.) Teaching Tips: A Compendium of Conference Presentations on Teaching, 2016-2017. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/
Psaradellis, C., Muis, K. R., Smith, A., & Lajoie, S. P. (2018). Enhancing complex mathematics problem solving through learning by teaching with a teachable agent. Paper to be presented at the 16th International Conference on Education and Information Systems, Technologies and Applications, Orlando, FL.
Tedone, E., Muis, K. R., & Sladeczek, I. (2016). A social emotional program for students with speech and language exceptionalities: A psychoeducational approach. Paper presented at the Annual World Congress on Special Needs Education, Philadelphia, PA.
Teacher Workshops
Muis, K. R. (May, 2022). Developing students' digital literacy skills. Montreal, Quebec.
Sparkes, R., & Muis, K. R. (August, 2017). Teaching mathematics problem solving skills with technology. Workshop conducted in conjunction with Collège Amélioration Jeunesse/Youth Upliftment International, Dominican Republic.
Muis, K. R. (2016). Motivating the unmotivated. Workshop conducted at Vanguard School. Montreal, QC.
Sparkes, R., & Muis, K. R. (July, 2016). Teaching mathematics problem solving skills with technology: Learning by teaching. Workshop conducted in conjunction with Collège Amélioration Jeunesse/Youth Upliftment International, Dominican Republic.
Sparkes, R., & Muis, K. R. (August, 2015). Teaching mathematics problem solving skills with technology: Learning by teaching. Workshop conducted in conjunction with Collège Amélioration Jeunesse/Youth Upliftment International, Dominican Republic.
Sparkes, R., & Muis, K. R. (April, 2015). Teaching mathematics problem solving skills with technology: Learning by teaching. Workshop conducted for Quebec Provincial Association of Teachers, Quebec, QC.
Sparkes, R., & Muis, K. R. (February, 2015). Teaching mathematics problem solving skills with technology: Learning by teaching. Workshop conducted at the Lester B. Pearson School Board, Montreal QC.
Sparkes, R., & Muis, K. R. (February, 2015). Teaching mathematics problem solving skills with technology: Learning by teaching. Workshop conducted at the Educational Technology conference, Toronto, ON.
Sparkes, R., Muis, K. R., & Roberts, C. (January, 2015). Teaching mathematics problem solving skills with tablet apps. Workshop conducted at the annual meeting of the Florida Education Technology Conference, Orlando, FL.
Muis, K. R., Sparkes, R., Roberts, C., & Lajoie, S. P. (February, 2014). Learning by teaching in technology-rich learning environments: The case for mathematics problem solving. Workshop conducted at the annual meeting of the Leadership Committee for English Education in Quebec, Laval, QC.
Professional Workshops
Muis, K. R., Munzar, B., & Losenno, K. (2018). Using think alouds to capture self-regulatory processes with elementary school students. Workshop conducted at the Special Interest Group Meeting for Metacognition at the European Association for Research on Learning and Instruction, Zurich, Switzerland.
Muis, K. R. (2010). When shall we three meet again? Balancing goals for work, home, and life. Symposium presented at the American Educational Research Association, Denver, CO.
Muis, K. R., (2009). It’s about time! Finding your path to success in reading, writing, and research. Symposium presented at the American Educational Research Association, New York.
Muis, K. R. (2009). Hierarchical Linear Modeling. Conducted at McGill University.
Muis, K. R. (2008). Publish. Don’t perish. Self-regulate your way to tenure. Symposium presented at the American Educational Research Association, New York.
Muis, K. R. (2000). Hierarchical Linear Modeling. Conducted at B.C. Ministry of Education, Victoria.
Invited Addresses
Muis, K. R. (2019, March). Personal epistemology, emotions, and self-regulated learning: Reflections on 20 Years of Research. Invited Address presented at the Faculty of Psychology’s Research Colloquium, Pontificia Universidad Católica de Chile, Santiago, Chile.
Muis, K. R., & Vivian, J. (2018, August). Mediating and moderating effects of attitudes and epistemic beliefs on conceptual change. Invited talk presented at the Special Interest Group Meeting for Conceptual Change at the European Association for Research on Learning and Instruction, Klagenfurt, Austria.
Muis, K. R., (2017, March). Reducing the impact of misinformation: Local questions, global recommendations. Keynote Address presented at the Global Signature Program Symposium, University of Minnesota, MN.
Muis, K. R. (2015, August). The curious case of epistemic cognition in self-regulated learning. Keynote Address presented at the American Psychological Association, Toronto, ON.
Muis, K. R. (2014, August). APA Division 15 Early Career Event: How to Publish in Educational Psychology. Invited Address presented at the American Psychological Association Annual Convention, Washington, DC.
Muis, K. R. (2013, July). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Keynote Address presented at the Research Colloquium, Department of Psychology and Educational Psychology, Ludwig-Maxmillians Universität München.
Muis, K. R. (2013, July). Epistemic emotions and self-regulated learning. Keynote Address presented at the Research Colloquium, Munich Center of the Learning Sciences, Ludwig-Maxmillians Universität München.
Muis, K. R. (2013, April). Integrating digital technologies into the classrooms: Interventions designed to foster self-regulated learning, motivation, positive affect, and engagement. Invited Address for the Vice Presidential Session, presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Muis, K. R. (2013, April). In Google we trust: Examining evaluations of source and search results. Invited Address presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Muis, K. R. (2012, April). If I knew then what I know now. Invited Address presented at the annual American Psychological Association, Orlando, Fl.
Muis, K. R. (2011, August). “Muisings” on investigating domain-specific epistemic and learning beliefs. Invited Address presented at the bi-annual European Association for Research on Learning and Instruction, Exeter, UK.
Muis, K. R. (2000, May). Hierarchical Linear Modeling: A superior method of assessing educational data. Keynote Address presented at the B.C. Ministry of Education’s Research Symposium, Victoria.
Muis, K. R. (2000, June). Hierarchical Linear Modeling: A second look. Keynote Address presented at the B.C. Ministry of Education’s Research Symposium, Victoria.
Conference Presentations 2023
Muis, K. R., Kendeou, P., Kohatsu, M., Wang, S, & Foy, M. J. (2023). “Let’s get back to normal”: Emotions mediate the effects of persuasive messages on willingness to get vaccinated for COVID-19. Poster presented at the b-annual conference of the Society for Applied Research on Memory and Cognition, Nagoya, Japan.
Losenno, K. M., & Muis, K. R. (April, 2023). Emotion regulation and self-regulated learning during mathematics problem solving. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Muis, K. R. (2023). The role of task features in moderating the relations between epistemic emotions and self-regulated learning. Paper as part of a symposium presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Muis, K. R., Pearson, H. A., Montazami, A., Dubé, A. K., Munzar, B. (April, 2023). A design-based intervention to develop elementary students’ digital literacy skills. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Muis, K. R., Pekrun, R., Sinatra, G. M., Kendeou, P., Foy, M. J., Kennedy, A., Losenno, K. M., Ladvelin, T., Fulsher, A., Kohatsu, M., Wang, S., & Graf, E. (January, 2023). Overcoming confusion: An intervention for psychology students during statistics learning and problem solving. Poster presented at the Annual National Institute on the Teaching of Psychology, St. Pete’s, FL.
Conference Presentations 2022
Losenno, K. M., Muis, K. R., Munzar, B., & Denton, C. (August, 2022). The development and role of emotion regulation in elementary students’ mathematics problem solving. Paper presented at the European Association for Research on Learning and Instruction. Special Interest Groups 8 & 16. Dresden, Germany.
Muis, K. R. (2022, October). Fostering digital literacy in the post truth era. Invited address at the World Conference on Arts, Humanities, Social Sciences and Education, Valencia, Spain.
Muis, K. R., Pearson, H., Montazami, A., Dubé, A., & Munzar, B. (August, 2022). Fostering digital literacy in elementary students: A design-based intervention. Poster presented at the American Psychological Association Annual Convention.
Conference Presentations 2021
Losenno, K. M., Muis, K. R., Munzar, B., & Denton, C. (August 2021). The development and role of emotion regulation in elementary students’ mathematics problem solving. EARLI SIG 8 & 16. Dresden, Germany. Rescheduled due to COVID.
Conference Presentations 2020
Etoubashi, N., Muis, K. R., Denton, C., Rizk, M., Chevrier, M., Losenno, K., & Munzar, B. (2020, May). Controversial scientific issues: Breaking through the wall of misinformation and negative attitudes. Poster presented at the annual conference of the Canadian Psychological Association, Montreal, QC.
Muis, K. R., & Foy, M. J. (2020, January). The catcher in the lie: Changing students’ false beliefs in a post truth era. Poster presented at the annual National Institute for the Teaching of Psychology conference, St. Pete’s Beach, FL.
Perry, N. E., Lisaingo, S., Yee, N., Muis, K. R., Parent, N. & Wan, X. (2020, April). Collaborating With Teachers to Design Assessments for Self-Regulated Learning in Authentic Classroom Writing Tasks [Symposium]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/wetgf4w (Conference Canceled)
Conference Presentations 2019
Etoubashi, N., Muis, K. R., Chevrier, M., Denton-Hurlbut, C., Munzar, B., Losenno,K., & Rizk, M. (2019, March). Promoting attitudinal and conceptual change: Finding the balance between emotions and information. Paper presented at the Annual Education Graduate Students’ Society Conference, Montreal, Canada.
Muis, K. R. (2019, April). Integrating personal epistemology in self-regulated learning. In C. Wolters (Chair), Advances in self-regulated learning: Considering personal epistemology, metamotivational monitoring, intentional conceptual change and time management. Paper presented as part of symposium at the Annual meeting of the American Educational Research Association, Toronto, ON.
Muis, K. R., Chevrier, M., Denton-Hurlbut, C., Munzar, B., Losenno, K., & Etoubashi, N. (2019, April). The role of epistemic cognition and emotions in attitudinal and conceptual change about genetically modified foods. In D. Lombardi (Chair), Investigating epistemic cognition in relation to food, water, and energy (FEW) issues. Paper presented as part of symposium at the Annual meeting of the American Educational Research Association, Toronto, ON.
Muis, K. R., & Foy, M. J. (2019, January). Changing psychology students’ misconceptions about mental illness. Poster presented at the annual National Institute for the Teaching of Psychology conference, St. Pete’s Beach, FL.
Munzar, B., & Muis, K. R. (2019, April). Reciprocal effects between control and epistemic emotions during elementary students’ mathematics problem solving. Poster presented at the Annual meeting of the American Educational Research Association, Toronto, ON.
Singh, C. A., Muis, K. R., & Di Leo, I. (2019, June). The antecedents and consequences of social emotions during collaborative complex math problem solving. Poster to be presented at the Bi-Annual Meeting of the Society for Applied Research in Memory and Cognition, Cape Cod, MA.
Vivian, J. A., & Muis, K. R. (2019, April). The roles of attitudes, emotions, and refutation texts in conceptual change. Poster presented at the Annual meeting of the American Educational Research Association, Toronto, ON.
Vivian, J. A. & Muis, K. R. (2019, August). Epistemic beliefs moderate mediations among prior misconceptions, attitudes, and conceptual change. In S. Siegel (Chair), The role of attitudes and epistemic beliefs for learning and instruction. Paper to be presented as part of symposium submitted to the European Association for Research on Learning and Instruction; Aachen, Germany.
Conference Presentations 2018
Chevrier, M., Muis, K. R., Vivian, J. A., Denton, C. A. (2018, August). Moderating and mediating effects of attitudinal consistency and emotions on conceptual change. Paper presented as part of symposium at the Annual meeting of the American Psychological Association, San Francisco, CA.
Losenno, K., Muis, K. R., Munzar, B., Psaradellis, C., Singh, C., Vivian, J. A., Di Leo, I., & Perry, N. E. (2018, April). The roles of self-regulated learning and emotion regulation during mathematics problem solving. Poster presented at the American Educational Research Association’s Annual Conference, New York City, NY.
Losenno, K., Muis, K. R., Munzar, B., Psaradellis, C., Singh, C., Vivian, J. A., Di Leo, I., & Perry, N. E. (2018, August). The relationships between emotion regulation and self-regulated learning during mathematics problem solving. Poster presented at the American Psychological Association Annual Conference, San Francisco, CA.
Milman, E., Neimeyer, R., Fitzpatrick, M., MacKinnon, C. J., Muis, K. R., & Cohen, S. R. (2018, November). Prolonged grief disorder following violent loss: The role of rumination and meaning making. Paper presented at the Annual Meeting of the International Society for Traumatic Stress Studies, Washington, DC.
Milman, E., Neimeyer, R., Fitzpatrick, M., MacKinnon, C. J., Muis, K. R., & Cohen, S. R. (2018, November). Self-regulatory processes associated with complicated grieving. Paper presented at the Association of Behavioral and Cognitive Therapies Annual Convention, Washington, DC.
Munzar, B., Muis, K. R., Losenno, K., Vivian, J. A., Psaradellis, C., Singh, C., & Di Leo, I. (2018, April). The antecedents and consequences of emotions during mathematics problem solving. Poster presented at the American Educational Research Association’s Annual Conference, New York City, NY.
Psaradellis, C., Muis, K.R., Smith, A.P., Lajoie, S.P., & Foy, A. (2018, April). Enhancing complex mathematics problem solving through learning by teaching with a teachable agent. Paper presented at the American Educational Research Association’s Annual Conference, New York City, NY.
Vivian, J. A., Muis, K. R., Trevors, G., Pekrun, R., Sinatra, G. M., & Losenno, K. (2018, April). The mediating effects of attitudes and epistemic beliefs on conceptual change. Paper presented at the American Educational Research Association’s Annual Conference, New York City, NY.
Conference Presentations 2017
Foy, M. J., & Muis, K. R. (2017, January). Guilty as charged! Putting psychological research on trial. Paper presented at the National Association for Teaching of Psychology Conference, St. Petersburgh, FL.
Muis, K. R., Pekrun, R., Sinatra, G. M., Trevors, G., Vivian, J., Losenno, K. & Munzar, B. (2017, August). Main and moderator effects of refutation on value, epistemic emotions, and learning processes during knowledge revision. Poster presented at the American Psychological Association Convention, Washington, DC.
Di Leo, I, Muis, K. R., & Singh, C. (2017, February). Confusion, curiosity, frustration: Temporal dynamics of emotions during problem solving. Paper presented at the National Association of School Psychologists Annual Conference, San Antonio, TX.
Di Leo, I., Muis, K. R., & Singh, C. (2017, April). The sequencing of epistemic and achievement emotions during mathematics problem-solving. Paper presented at the American Educational Research Association Annual Conference, San Antonio, TX.
Muis, K. R., Tsuda, A., & Singh, C. (2017, August). The anti-vaccination debate: A cross-cultural exploration of emotions and epistemic thinking. Paper presented as part of symposium at the American Psychological Association Annual Convention, Washington, DC.
Psaradellis, C., Muis, K. R., Di Leo, I., & Lajoie, S. P. (2017, April). The benefits of learning by actually teaching during complex mathematics problem solving. Paper presented at the American Educational Research Association Annual Conference, San Antonio, TX.
Rezntiskaya, A., Bråten, I., Muis, K. R. (2017, August). Professional development in dialogic teaching: The role of epistemic cognition. In L. Brownlee (Chair), Teachers’ epistemic cognition for professional practice: a focus on reflection and reflexivity. Paper presented as part of symposium conducted at the meeting of the European Association for Research on Learning, Tampere, Finland.
Singh, C. A., Muis, K. R., Vivian, J., & Losenno, K. (2017, August). The role of social emotions and co-regulation of learning during complex mathematics problem solving. Paper presented at the American Psychological Association Annual Convention, Washington, DC.
Thacker, I. E., Muis, K. R., Danielson, R. W., Sinatra G. M., Pekrun, R., Winne, P.H., Chevrier, M. (2017, April). The Influence of Attitudes and Emotions in Learning from Multiple Texts. Poster presented to the Annual meeting of the American Educational Research Association, San Antonio, USA.
Thacker, I. E., Muis, K. R., Danielson, R. W., Sinatra G. M., Pekrun, R., Winne, P.H., Chevrier, M. (2017, August). Changing attitudes through conceptual change. Poster presented to the European Association for Research on Learning and Instruction, Tampere, Finland.
Trevors, G., Muis, K. R., Pekrun, R., Sinatra, G., & Winne, P. H. (2017, April). Effects of counter-attitudinal refutations of a controversial topic on post-intervention learning and motivated reasoning. Paper presented at the Annual meeting of the American Educational Research Association, San Antonio, USA.
Editorial Board Affiliations: Editorships and Board Memberships
Journal of Educational Psychology - Associate Editor
Contemporary Educational Psychology - Editorial Board Member
Journal of Experimental Education - Editorial Board Member
Metacognition and Learning - Editorial Board Member
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Associate Editor, Contemporary Educational Psychology