Marianne Chevrier
McGill University
EpistemologyMetacognitionCalibration (statistics)Protocol analysisEducational psychologySociologyMathematics educationPsychologyEducational technologyCognitionCognitive psychologyActive learningPerceptionSocio-scientific issuesValue (mathematics)Knowledge levelSelf-regulated learningLearning by teachingControl (linguistics)Self-managementBoredomLearning environmentNoveltyPsycINFOContext (language use)SurpriseTask (project management)ConfusionAcademic achievementPeriod (music)ArgumentativeConceptual changeSpecific timeCuriosityExperiential learningComputer scienceConcept learningCooperative learningCritical thinkingAttitude changeReading (process)Argumentation theorySocial psychologyGoal orientationTeaching method
8Publications
5H-index
158Citations
Publications 8
Newest
#1Krista R. MuisH-Index: 25
#2Marianne ChevrierH-Index: 5
Last. Kelsey M. LosennoH-Index: 2
view all 4 authors...
When thinking critically about socio-scientific issues, individuals’ expectations about the nature of knowledge and knowing, as well as their emotions when these expectations are met or not, may play an important role in critical thinking. In this study, we examined the role of epistemic emotions in mediating the effects of epistemic cognition on critical thinking when contending with conflicting information about genetically modified foods. Two hundred four university students completed a prior...
Source
#1Ian Thacker (SC: University of Southern California)H-Index: 4
#2Gale M. Sinatra (SC: University of Southern California)H-Index: 48
Last. Marianne Chevrier (McGill University)H-Index: 5
view all 7 authors...
We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were then randomly assigned to receive additional information about advantages of GMFs, disadvantages of GMFs, or both. After studying, students reading about...
5 CitationsSource
#1Marianne Chevrier (McGill University)H-Index: 5
#2Krista R. Muis (McGill University)H-Index: 25
Last. Ivana Di Leo (McGill University)H-Index: 6
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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...
5 CitationsSource
#1Marianne Chevrier (McGill University)H-Index: 5
#2Krista R. Muis (McGill University)H-Index: 25
Last. Gale M. Sinatra (SC: University of Southern California)H-Index: 48
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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...
7 CitationsSource
#1Krista R. Muis (McGill University)H-Index: 25
#2Marianne Chevrier (McGill University)H-Index: 5
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 ...
43 CitationsSource
#1Krista R. Muis (McGill University)H-Index: 25
#2Cynthia Psaradellis (McGill University)H-Index: 3
Last. Susanne P. Lajoie (McGill University)H-Index: 29
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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...
18 CitationsSource
#1Krista R. MuisH-Index: 25
#2Gregory TrevorsH-Index: 14
Last. Marianne ChevrierH-Index: 5
view all 3 authors...
16 CitationsSource
#1Krista R. Muis (McGill University)H-Index: 25
#2Cynthia Psaradellis (McGill University)H-Index: 3
Last. Marianne Chevrier (McGill University)H-Index: 5
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...
48 CitationsSource