Kelsey M. Losenno
McGill University
Self-efficacyEpistemologyMetacognitionProtocol analysisPsychologyEmpirical evidenceCognitionCognitive psychologyExpectancy theoryPerspective (graphical)Moderated mediationSocio-scientific issuesValue (mathematics)Cognitive reappraisalSelf-regulated learningSelf-managementSelf-conceptBoredomElaborationAntecedent (grammar)SurpriseSocial emotionsGoal settingArgumentativeConceptual changeMath problemCuriosityEducational researchCritical thinkingReading (process)Argumentation theoryPath analysis (statistics)Goal orientationModeration
6Publications
2H-index
15Citations
Publications 6
Newest
#1Krista R. MuisH-Index: 25
#2Marianne ChevrierH-Index: 5
Last. Kelsey M. LosennoH-Index: 2
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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...
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#1Brendan MunzarH-Index: 2
#2Krista R. MuisH-Index: 25
Last. Kelsey M. LosennoH-Index: 2
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We propose a model delineating the role of control, value, and cognitive disequilibrium in elementary students’ experience of emotions during mathematics problem solving. We tested this model across 2 studies. In Study 1, using an explanatory mixed-methods design, 136 students from Grades 3 to 6 worked on a complex mathematics problem appropriate for their grade level. A think-aloud protocol was used to capture cognitive processes, and trend analyses were applied to students’ transcriptions to a...
4 CitationsSource
#1Miriam Compagnoni (UZH: University of Zurich)H-Index: 2
#2Kelsey M. Losenno (McGill University)H-Index: 2
In this paper, we examined how kindergarteners’ self-evaluation biases are related to behavioural self-regulation (SR) and learning goal orientation (GO). According to educational research and practice, fostering high and optimistic academic self-concepts promotes the setting of challenging goals and initiates effective behavioural SR processes. However, research on metacognition states that it is a match between academic self-concept and abilities that provides the optimal conditions for behavi...
2 CitationsSource
#1Kelsey M. Losenno (McGill University)H-Index: 2
#2Krista R. Muis (McGill University)H-Index: 25
Last. Nancy E. Perry (UBC: University of British Columbia)H-Index: 17
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Abstract Emotion regulation (ER) and self-regulated learning (SRL) are crucial to learners’ academic achievements. To date, little research has considered the dynamic relations between cognitive reappraisal (as a form of ER) and SRL in middle-to-upper-elementary-aged children. To address this gap, we conducted an explanatory mixed-methods study to examine relations between cognitive reappraisal, the four macro phases of SRL (task definition, planning/goal setting, enactment of learning strategie...
3 CitationsSource
#1Krista R. Muis (McGill University)H-Index: 25
#2Gale M. Sinatra (SC: University of Southern California)H-Index: 48
Last. Brendan Munzar (McGill University)H-Index: 2
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Abstract We explored the role that epistemic emotions play in conceptual change, specifically whether task value served as an antecedent to these emotions and whether type of text (refutation or expository) moderated relations between task value, epistemic emotions, and learning strategies. One hundred twenty university undergraduates completed a measure of misconceptions about genetically modified foods and were randomly assigned to study an expository or refutation text. After studying, partic...
9 CitationsSource
#1Cara A. SinghH-Index: 3
#2Krista R. MuisH-Index: 25
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