Greg Trevors
Greg Trevors
Assistant professor, University of South Carolina
Verified email at
Cited by
Cited by
Using trace data to examine the complex roles of cognitive, metacognitive, and emotional self-regulatory processes during learning with multi-agent systems
R Azevedo, J Harley, G Trevors, M Duffy, R Feyzi-Behnagh, F Bouchet, ...
International handbook of metacognition and learning technologies, 427-449, 2013
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
Metacognition and self-regulated learning in student-centered leaning environments
R Azevedo, R Behnagh, MC Duffy, J Harley, G Trevors
Theoretical foundations of student-centered learning environments, 171-197, 2012
Clustering and profiling students according to their interactions with an intelligent tutoring system fostering self-regulated learning
F Bouchet, JM Harley, GJ Trevors, R Azevedo
JEDM| Journal of Educational Data Mining 5 (1), 104-146, 2013
Self-regulated learning processes vary as a function of epistemic beliefs and contexts: Mixed method evidence from eye tracking and concurrent and retrospective reports
G Trevors, R Feyzi-Behnagh, R Azevedo, F Bouchet
Learning and Instruction 42, 31-46, 2016
Self-Regulated Learning Processes Vary as a Function of Epistemic Beliefs and Contexts: Mixed Method Evidence from Eye Tracking and Concurrent and Retrospective Reports
G Trevors, R Feyzi Behnagh, R Azevedo, F Bouchet
Learning and Instruction, 0
Identity and Epistemic Emotions during Knowledge Revision: A Potential Account for the Backfire Effect
G Trevors, K Muis, R Pekrun, G Sinatra, P Winne
Discourse Processes, 2016
Note-taking within MetaTutor: interactions between an intelligent tutoring system and prior knowledge on note-taking and learning
G Trevors, M Duffy, R Azevedo
Educational Technology Research and Development, 2014
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
The Effects of Technology-Mediated Immediate Feedback on Kindergarten Students' Attitudes, Emotions, Engagement and Learning Outcomes During Literacy Skills Development
KR Muis, J Ranellucci, G Trevors, MC Duffy
Learning and Instruction 38, 1-13, 2015
The Effects of Technology-Mediated Immediate Feedback on Kindergarten Students' Attitudes, Emotions, Engagement and Learning Outcomes During Literacy Skills Development
KR Muis, J Ranellucci, G Trevors, M Duffy
Learning and Instruction, 0
The effectiveness of pedagogical agents’ prompting and feedback in facilitating co-adapted learning with MetaTutor
R Azevedo, RS Landis, R Feyzi-Behnagh, M Duffy, G Trevors, JM Harley, ...
International conference on intelligent tutoring systems, 212-221, 2012
Self-regulation in education
JA Greene
Routledge, 2017
Epistemic climate for epistemic change
KR Muis, G Trevors, M Chevrier, JA Greene, WA Sandoval, I Bråten
Handbook of epistemic cognition, 331-359, 2016
Testing the TIDE: Examining the nature of students’ epistemic beliefs using a mixed methods approach.
KR Muis, G Trevors, MC Duffy, J Ranellucci, MJ Foy
Journal of Experimental Education, 2015
What were they thinking? Using cognitive interviewing to examine the validity of self-reported epistemic beliefs
KR Muis, M Duffy, G Trevors, J Ranellucci, M Foy
International Education Research 2, 17-32, 2014
Quality Learning from Texts We Read
P Kendeou, G Trevors
Enhancing the Quality of Learning: Dispositions, Instruction, and Learning …, 2012
Effects of text structure, reading goals and epistemic beliefs on conceptual change
G Trevors, KR Muis
Journal of Research in Reading, 2014
Emotion Processes in Knowledge Revision
G Trevors, P Kendeou, R Butterfuss
Discourse Processes, 2017
Adolescents’ epistemic profiles in the service of knowledge revision
GJ Trevors, P Kendeou, I Bråten, JLG Braasch
Contemporary Educational Psychology 49, 107-120, 2017
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