Epistemic beliefs: Setting the standards for self-regulated learning
By Krista R. Muis, Gina M. Franco. 2009
186 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/be01769991fdf3cdb65ba516917e9db4afcc75aa
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
- Keith Weber
- Juan Pablo Mejía-Ramos
- Ala Samarapungavan
- Matthew Inglis
- Clark A. Chinn
- Nathan C. Hall
- Luke A. Buckland
- Marianne Chevrier
In Experimental and Cognitive Psychology
- Thomas Goetz
- Nathan C. Hall
- John Ranellucci
- Juan Pablo Mejía-Ramos
- Keith Weber
- Krista R. Muis
- Marianne Chevrier
- Cara A. Singh
Citations in the corpus
- The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning (2018, background): “In the first phase of learning, an individual constructs a perception of the task, which can be influenced by the five areas for regulation (context, behavior, cognition, motivation, and affect; Muis & Franco, 2009).”
- How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition (2014, background): “Some mathematicians found the argument to be highly persuasive or even completely persuasive (five participants rated the argument to be 100% persuasive), whereas others found the argument to be hardly persuasive at all (23 rated the argument to be 0% persuasive).”
- Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “…beliefs related to sources have investigated constructs including authority or omniscient authority (Hofer, 2000; Kardash & Scholes, 1996; Muis & Franco, 2009; Schommer, 1990), authority/expert knowledge, personal justification for knowing (Hofer, 2000), personal experience or inquiry…”
- Achievement goals, emotions, learning, and performance : A process model (2015, background): “Finally, this study expanded on recent achievement goals research (e.g., Daniels et al., 2009; Muis & Franco, 2009; Pekrun et al., 2009) in evaluating longer-term and more global achievement outcomes (sessional GPAs over two years) in a notably diverse student sample (e.g., STEM, social science…”