The Role of Epistemic Beliefs in Self-Regulated Learning
By Krista R. Muis. 2007
428 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/bae816e93d6acd61176d1ab39f9e767b5de7a7ae
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
- Jeffrey Alan Greene
- Ivar Bråten
- Sarit Barzilai
- Leila E. Ferguson
- Helge I. Strømsø
- J. Lunn Brownlee
- Clark A. Chinn
- Roger Azevedo
In Education
- Jeffrey Alan Greene
- Ivar Bråten
- Sarit Barzilai
- Leila E. Ferguson
- Helge I. Strømsø
- Clark A. Chinn
- J. Lunn Brownlee
- Gregory Schraw
Citations in the corpus
- Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse (2010, neutral): “(For reviews, see Hofer & Pintrich, 1997; Kuhn, 2009; Kuhn & Franklin, 2006; Moshman, 2008; Muis, 2007; Muis, Bendixen, & Haerle, 2006.)”
- Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking (2014, background): “The role of epistemic beliefs in self-regulated learning has recently received substantial theoretical and empirical attention (Bromme et al., 2010; Greene, Muis, & Pieschl, 2010; Muis, 2007; Muis & Franco, 2009, 2010; Pieschl, Stahl, & Bromme, 2008).”
- Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments (2009, background): “Although self-regulated learning (SRL) models describe SRL in diverse ways, most SRL models agree that internal SRL factors work together with external factors to produce context-specific SRL (Muis, 2007; Pintrich, 2000; Winne & Hadwin, 1998; Zimmerman, 2000).”
- Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “Students who aim for understanding or explanation will likely approach learning tasks quite differently from students who aim simply to collect a list of true beliefs (Muis, 2007; Rosenberg, Hammer, & Phelan, 2006).”
- The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning (2019, background): “From Evaluativists’ point of view, there are various possibilities in which knowledge claims must always be assessed for their quality of arguments in different contexts (see Muis, 2007).”
- The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction (2008, background): “1983), self-regulation (Hofer 2004), and self-regulated learning (Muis 2007; Pieschl et al. 2008; Winne and Hadwin 1998) has been made in the literature in regard to learners and briefly reviewed in the Supplementary Theoretical Material.”