Krista R. Muis
Canada Research Chair, Tier II
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 achievement motivation in the context of mathematics and science learning. I am interested in how students’ epistemic cognition and emotions influence various facets of learning, motivation, and academic performance. I also explore how individuals process complex, contradictory content on socio-scientific issues such as climate change, genetically modified foods, 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, $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, $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)
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, $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)
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)
Previous Research Grants
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)
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.
I will not be considering new students for the 2019-2020 academic year.
Current PhD Students:
Marianne Chevrier: Marianne is a senior Ph.D. candidate in the Learning Sciences program. She is interested in advancing knowledge about how individuals feel and reason when learning about controversial scientific topics. Marianne’s research foci include epistemic cognition, epistemic emotions, self-regulated learning, and higher-order thinking skills such as critical thinking and argumentation.
Cynthia Psaradellis: Cynthia is a senior PhD student in the Learning Sciences program. She is interested in investigating how learning by teaching relates to self-regulated learning and academic achievement with a primary focus on mathematics learning.
Ivana Di Leo: Ivana is a senior PhD candidate in the School/Applied Child Psychology program. Ivana's research interests include understanding how elementary students' emotions during complex mathematics problem solving transition to other emotions and learning strategies. She is also developing an intervention designed to foster problem solving skills and how to positively deal with confusion during learning to facilitate learning outcomes.
Courtney Denton-Hurlbut: Courtney is a first-year PhD student in the Learning Sciences program. She is interested in the roles that beliefs and emotions play while individuals learn about socio-scientific issues, particularly with regard to the integration of conflicting information, quality of argumentation construction, and decision-making. She plans to explore the topic of digital literacy and training for her doctoral research.
Cara Singh: Cara is a first-year PhD student in the Learning Sciences program. 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.
Current Masters Students:
Kelsey Losenno: Kelsey is a second-year MA candidate. She is interested in tracking what features of classroom contexts facilitate the development of elementary school students' self-regulated learning during mathematics problem solving.
Brendan Munzar: Brendan is a second-year MEd candidate. He is interested in the interplay between emotions and self-regulated learning during elementary students' mathematics problem solving. He is also interested in how emotions, attitudes, and epistemic cognition affect university students' learning about controversial socio-scientific topics like GMOs and vaccines.
James Vivian: James is a second-year MA candidate. He is interested in the roles that epistemic cognition, empathy, and socially-shared regulation of learning play in conceptual change about controversial topics.
Muis, R. R., Chevrier, M., & Singh, C. (in press). The role of epistemic emotions in personal epistemology and self-regulated learning. Educational Psychologist.
Merk, S., Rosman, T., Muis, K. R., Kelava, A., & Bohl, T. (accepted). Topic-specific epistemic beliefs: Extending the Theory of Integrated Domains in personal epistemology. Learning and Instruction.
Articles in Refereed Journals
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.
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.
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.
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.
Pekrun, R., Muis, K. R., Goetz, T., & Frenzel, A. (2018). Emotions at School. Routledge, NY.
Editorial Board Affiliations: Editorships and Board Memberships
Contemporary Educational Psychology - Editorial Board Member
Journal of Educational Psychology - Editorial Board Member
Journal of Experimental Education - Editorial Board Member
Metacognition and Learning - Editorial Board Member
Associate Editor, Contemporary Educational Psychology