The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning

By Krista R. Muis, Reinhard Pekrun, Gale M. Sinatra, Roger Azevedo, Gregory Trevors, Elisa Meier, Benjamin C. Heddy. 2015

255 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/666562464e8f593b8aa40ed27f520a6882b72f45

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues (2020, background): “The finding that only the simplicity dimension of the multidimensional approach was associated with argument skills could be explained taking into consideration that the multidimensional model of personal epistemic beliefs is a system of rather orthogonal, uncoordinated dimensions, that are more or ”
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance (2018, background): “…motivating students to engage with disciplines of knowledge (Jaber & Hammer, 2016), instigating the use of cognitive and metacognitive strategies (Muis et al., 2015), informing epistemic judgements during knowledge building (Barzilai & Zohar, 2016), and providing additional sources of knowledge…”
A Case for Domain-Specific Curiosity in Mathematics (2019, background): “…ability Although social psychologists and educational scholars have studied curiosity for decades (Berlyne 1960; Dewey 1910), curiosity has recently garnered renewed attention within educational psychology (e.g., Grossnickle 2016; Jirout et al. 2018; Muis et al. 2015b; Park et al. 2017).”
Activity Achievement Emotions and Academic Performance: A Meta-analysis (2021, background): “For instance, research suggests that adolescents’ achievement emotions play a critical role in their learning and performance in traditional subject domains such as literacy, maths, and sciences (e.g., Luo et al. 2014; Muis et al. 2015b; Pekrun et al. 2017a).”
Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect (2016, methodology): “…empirical evidence shows that epistemic emotions are active (D’Mello& Graesser, 2012, 2014) and influential during learning, affecting intrinsic motivation (Kang et al., 2009), type of learning strategies used (Muis et al., 2015), and learning outcomes (D’Mello, Lehmann, Pekrun, & Graesser, 2014).”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, result): “In many studies, higher scores on the measure indicated less availing or “naïve” epistemic cognition (e.g., Arslantaş, 2015; Scevak & Cantwell, 2001), whereas for other studies the opposite was true (e.g., Bråten & Strømsø, 2010; Muis et al., 2015).”
Toward an Integrated Framework of Multiple Text Use (2019, background): “No doubt other affective and cognitive individual difference factors, including emotions and need for cognition, have a bearing on multiple text use (Mason, Boldrin, & Ariasi, 2010; Mason, Scrimin, Tornatora, & Zaccoletti, 2017; Muis et al., 2015).”