| Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework KR Muis, LD Bendixen, FC Haerle Educational Psychology Review 18, 3-54, 2006 | 861 | 2006 |
| Personal epistemology and mathematics: A critical review and synthesis of research KR Muis Review of educational research 74 (3), 317-377, 2004 | 722 | 2004 |
| The role of epistemic beliefs in self-regulated learning KR Muis Educational psychologist 42 (3), 173-190, 2007 | 640 | 2007 |
| Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales R Pekrun, E Vogl, KR Muis, GM Sinatra Cognition and Emotion 31 (6), 1268-1276, 2017 | 359 | 2017 |
| The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning KR Muis, R Pekrun, GM Sinatra, R Azevedo, G Trevors, E Meier, ... Learning and Instruction 39, 168-183, 2015 | 309 | 2015 |
| Methodological issues and advances in researching tactics, strategies, and self-regulated learning PH Winne, D Jamieson-Noel, K Muis Advances in motivation and achievement: New directions in measures and …, 2002 | 303 | 2002 |
| The role of epistemic emotions in personal epistemology and self-regulated learning KR Muis, M Chevrier, CA Singh Educational Psychologist 53 (3), 165-184, 2018 | 269 | 2018 |
| Epistemic beliefs: Setting the standards for self-regulated learning KR Muis, GM Franco Contemporary educational psychology 34 (4), 306-318, 2009 | 269 | 2009 |
| Epistemic climate and epistemic change: Instruction designed to change students' beliefs and learning strategies and improve achievement. KR Muis, MC Duffy Journal of Educational Psychology 105 (1), 213, 2013 | 257 | 2013 |
| The role of epistemic emotions in mathematics problem solving KR Muis, C Psaradellis, SP Lajoie, I Di Leo, M Chevrier Contemporary Educational Psychology 42, 172-185, 2015 | 217 | 2015 |
| Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving KR Muis Contemporary Educational Psychology 33 (2), 177-208, 2008 | 212 | 2008 |
| Using a multitrait‐multimethod analysis to examine conceptual similarities of three self‐regulated learning inventories KR Muis, PH Winne, D Jamieson‐Noel British Journal of Educational Psychology 77 (1), 177-195, 2007 | 183 | 2007 |
| Emotions at school R Pekrun, KR Muis, AC Frenzel, T Götz Routledge, 2017 | 177 | 2017 |
| Examining the stability of achievement goal orientation KR Muis, O Edwards Contemporary Educational Psychology 34 (4), 265-277, 2009 | 177 | 2009 |
| The role of epistemic beliefs in students’ self-regulated learning with computer-based learning environments: Conceptual and methodological issues JA Greene, KR Muis, S Pieschl Educational Psychologist 45 (4), 245-257, 2010 | 175 | 2010 |
| Reader and text factors in reading comprehension processes P Kendeou, KR Muis, S Fulton Journal of Research in Reading 34 (4), 365-383, 2011 | 172 | 2011 |
| Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect GJ Trevors, KR Muis, R Pekrun, GM Sinatra, PH Winne Discourse Processes 53 (5-6), 339-370, 2016 | 168 | 2016 |
| Exploring the relations between epistemic beliefs, emotions, and learning from texts GJ Trevors, KR Muis, R Pekrun, GM Sinatra, MML Muijselaar Contemporary Educational Psychology 48, 116-132, 2017 | 131 | 2017 |
| Curiosity… Confusion? Frustration! The role and sequencing of emotions during mathematics problem solving I Di Leo, KR Muis, CA Singh, C Psaradellis Contemporary educational psychology 58, 121-137, 2019 | 130 | 2019 |
| Epistemic profiles and metacognition: Support for the consistency hypothesis KR Muis, GM Franco Metacognition and learning 5 (1), 27-45, 2010 | 119 | 2010 |
