Dr. Krista R. Muis
Canada Research Chair Tier IIĚýĚý|ĚýJames McGill Professor |ĚýProgram Director, Health Professions Education | Program Director, Learning Sciences
- Self-regulated Learning
- Epistemic Cognition
- Emotions
- Mathematics and Science Learning
I am the director of the eMUIS Lab (eMotions, Understanding Inquiry, and Self-Regulated Learning Lab). Our central focus is on epistemic cognition, emotion, self-regulated learning and conceptual change in the context of mathematics and science learning. We explore how students’ epistemic cognition and emotions influence various facets of learning and academic performance. We also explore how individuals process complex, contradictory content on socio-scientific issues such as climate change and vaccinations. We examine what role misconceptions play when learning about these topics and how beliefs and emotions facilitate or constrain learning under these conditions. Our 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 we 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. We apply knowledge from this field as well as the field of measurement to evaluate current measuring instruments designed to tap into various educational constructs.
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- Ph.D., Simon Fraser University, Educational Psychology
- M.A., University of Victoria, Mathematics Psychology, Psychophysics
- B.A. Honours, University of Waterloo, Psychology
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2023 James McGill Professor Award, McGill University (2023-2030)
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2023 Scholarship of Teaching and Learning Award, from the National Institute on the Teaching of Psychology
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2022 Ranked 4th Most Productive Female Scholar in Educational Psychology Journals from 2015-2021Ěý
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2022 Ranked 11th Most Productive Scholar in Educational Psychology Journals from 2015-2021
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2021 Top 2% of Scientists in the World based on Citations from 2020, Elsevier and Stanford UniversityĚý
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2020 Fellow, Division 15 of the American Psychological Association.
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2019 Visiting Scholar Fellowship, Faculty of Psychology, Pontificia Universidad CatĂłlica de Chile.
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2018 Member of the Royal Society of Canada, College of New Scholars, Artists and Scientists.
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2018 Most Productive Female Author in Highest-Ranked Journals in Educational PsychologyĚý
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2018 Nominated for the Principal’s Prize for Excellence in Teaching, Associate Professor Level, McGill University.
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2018 Canada Research Chair (Tier II) in Epistemic Cognition and Self-Regulated Learning (2018-2023).
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2016 Chosen as Female Professor of the Year in Educational Psychology, Corporate Vision, UK.
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2015 Chosen as “Most Inspiring Graduate Student over the past 50 Years,” Simon Fraser University, Faculty of Education, Canada.
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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.
Muis, K. M., Kendeou, P., Kohatsu, M., & Wang, S. (2024). Let’s get back to normal: Emotions mediate the effects of persuasive messages on willingness to vaccinate for COVID-19. Frontiers in Public Health: Public Health and Communication.
Singh, C. A., & Muis, K. R. (2024). An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation. Educational Psychologist, 59(3), 177-194.
Graf, E., Stempfer, L., Muis, K. R., & Goetz, T. (2023). Classroom emotions in civic education: A multilevel approach to antecedents and effects. Learning and Instruction, 90. 101869.
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. M. (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 Epistemic cognition. Journal of Experimental Education, 88, 1-26.
Di Leo, I., & *Muis, K. R. (2020). Confused, now what? A cognitive-emotional strategy training intervention for elementary students during mathematics problem solving. Contemporary Educational Psychology, 62, 101876.
Losenno, K. M., *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, 101869.
Muis, K. R., Etoubashi, N., & Denton, C. (2020). The catcher in the lie: The role of emotions and epistemic judgments in changing students’ misconceptions and attitudes in a post-truth era. Contemporary Educational Psychology, 62, 101898.
Perry, N. E., Lisaingo, S., Yee, N., Parent, N., & Wan, X., & Muis, K. R. (2020). Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks. Assessment in Education: Principles, Policy and Practice, 27, 416-443.
Thacker, I. E., Sinatra, G. M., Muis, K. R., Danielson, R. W., Pekrun, R., Winne, P. H., &ĚýChevrier, 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.Ěý
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.
Iordanou, K., Muis, K. R., & Kendeou, P. (2019). Epistemic cognition, prior knowledge, and meta-level processing of evidence during reading in young adolescents and adults. Journal of Experimental Education, 87(4), 531-551.
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, 75(6) 1047-1067.
Milman, E., Neimeyer, R., Fitzpatrick, M., MacKinnon, C. J., Muis, K. R., & Cohen, S. R. (2019). Prolonged grief and the disruption of meaning: Establishing a mediation model. Journal of Counselling Psychology, 66, 714-725.
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.
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, R. R., Chevrier, M., & Singh, C. (2018). The role of epistemic emotions in personal epistemology and self-regulated learning. Educational Psychologist, 53, 165-184.
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.
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. Equal work across authors.
Pekrun, R., Vogl, E., Muis, K. R., & Sinatra, G. M. (2017). Measuring emotions during epistemic activities: The Epistemically-Related Emotions Scales (EES). Cognition and Emotion, 31, 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., 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.
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.
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.
Accepting students for 2023-24
