Dr. Krista R. Muis

Academic title(s): 

Canada Research Chair Tier II  | James McGill Professor | Program Director, Health Professions Education | Program Director, Learning Sciences

Dr. Krista R. Muis
Contact Information
Email address: 
krista.muis [at] mcgill.ca

Education Building
3700 McTavish Street
Montreal, Quebec H3A 1Y2

Program Director
Educational and Counselling Psychology (ECP)
Educational Technology & Teaching Innovation
Areas of expertise: 
  • Self-regulated learning
  • Epistemic Cognition
  • Emotions
  • Mathematics and Science Learning

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.

  • Ph.D., Simon Fraser University, Educational Psychology
  • M.A., University of Victoria, Mathematics Psychology, Psychophysics
  • B.A. Honours, University of Waterloo, Psychology
Prizes and Awards: 
James McGill Professor
Awards, honours, and fellowships: 
  • 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.
Selected publications: 

Denton, C., Muis, K. R.,Munzar, B., & Etoubashi, N. (accepted). 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. Routledge.

Di Leo, I., & Muis, K. R. (in press). Confused, now what? A cognitive-emotional strategy training intervention for elementary students during mathematics problem solving. Contemporary Educational Psychology.

Lisaingo, S., Perry, N. E., Yee, N., Muis, K. R., Parent, N., & Wan, X. (accepted). 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.

Milman, E., Neimeyer, R., Fitzpatrick, M., MacKinnon, C. J., Muis, K. R., & Cohen, S. R. (in press). Prolonged grief and the disruption of meaning: Establishing a mediation model. Journal of Counselling Psychology.

Muis, K. R., Etoubashi, N., & Denton, C. (in press). 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.

Munzar, B., Muis, K. R., Denton, C. & Losenno, K. (in press). Elementary students’ cognitive and affective responses to impasses during mathematics problem-solving. Journal of Educational Psychology. https://doi.org/10.1037/edu0000460

Schutz, P. A., & Muis, K. R. (accepted). Handbook of Educational Psychology (Vol. 4). Routledge.

Singh, C. A., Muis, K. R. (accepted). 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. Netherlands: Springer.

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.

Graduate supervision: 

Accepting students for 2023-24

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