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Marianne Chevrier
McGill University
EpistemologyMetacognitionPsychologySelf-regulated learningSocial psychology
7Publications
4H-index
96Citations
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Publications 7
Newest
#1Marianne Chevrier (McGill University)H-Index: 4
#2Krista R. Muis (McGill University)H-Index: 22
Last. Ivana Di Leo (McGill University)H-Index: 4
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AbstractWe examined the role of epistemic cognition in calibration to task complexity before and during learning. Sixty-six undergraduate students were presented with two learning tasks—a simple task and a more complex task—in random order. Prior to learning, offline measures of learners’ epistemic beliefs about climate change were taken. An open-ended questionnaire was then used to capture task definitions, goals, and plans. To assess online epistemic cognition and learning strategies used duri...
1 CitationsSource
#1Ian Thacker (SC: University of Southern California)H-Index: 2
Last. Marianne Chevrier (McGill University)H-Index: 4
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2 CitationsSource
#1Marianne Chevrier (McGill University)H-Index: 4
#2Krista R. Muis (McGill University)H-Index: 22
Last. Gale M. Sinatra (SC: University of Southern California)H-Index: 37
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Abstract Across two studies, we evaluated a model that proposed relations between epistemic cognition, epistemic emotions, self-regulatory strategies, and learning of complex contradictory content. For Study 1, to capture epistemic cognition, epistemic emotions, and self-regulatory strategies, 114 undergraduate students thought out loud while reading conflicting texts about climate change. Protocol analysis revealed that epistemic aims, epistemic congruity, and appraisals of novelty and complexi...
2 CitationsSource
#1Krista R. Muis (McGill University)H-Index: 22
#2Marianne Chevrier (McGill University)H-Index: 4
Last. Cara A. Singh (McGill University)H-Index: 3
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The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and ...
24 CitationsSource
#1Krista R. Muis (McGill University)H-Index: 22
#2Cynthia Psaradellis (McGill University)H-Index: 3
Last. Susanne P. Lajoie (McGill University)H-Index: 24
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We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for learning (control condition). Students’ conceptualizations (task definitions) of the problem, self-regulatory processes, and mathematics achievement w...
15 CitationsSource
#1Krista R. MuisH-Index: 22
#2Gregory TrevorsH-Index: 12
Last. Marianne ChevrierH-Index: 4
view all 3 authors...
15 CitationsSource
#1Krista R. Muis (McGill University)H-Index: 22
#2Cynthia Psaradellis (McGill University)H-Index: 3
Last. Marianne Chevrier (McGill University)H-Index: 4
view all 5 authors...
Abstract The purpose of this research was to examine the antecedents and consequences of epistemic and activity emotions in the context of complex mathematics problem solving. Seventy-nine elementary students from the fifth grade participated. Students self-reported their perceptions of control and value specific to mathematics problem solving, and were given a complex mathematics problem to solve over a period of several days. At specific time intervals during problem solving, students reported...
37 CitationsSource
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