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Gina M. Franco, Ph.D. - Publications

Affiliations: 
2012 Educational and Counselling Psychology McGill University, Montreal, QC, Canada 
Area:
Educational Psychology Education, Sciences Education
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7 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2013 Ranellucci J, Muis KR, Duffy M, Wang X, Sampasivam L, Franco GM. To master or perform? Exploring relations between achievement goals and conceptual change learning. The British Journal of Educational Psychology. 83: 431-51. PMID 23822530 DOI: 10.1111/J.2044-8279.2012.02072.X  0.624
2013 Muis KR, Ranellucci J, Franco GM, Crippen KJ. The interactive effects of personal achievement goals and performance feedback in an undergraduate science class Journal of Experimental Education. 81: 556-578. DOI: 10.1080/00220973.2012.738257  0.659
2012 Franco GM, Muis KR, Kendeou P, Ranellucci J, Sampasivam L, Wang X. Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics Learning and Instruction. 22: 62-77. DOI: 10.1016/J.Learninstruc.2011.06.003  0.646
2011 Muis KR, Franco GM, Gierus B. Examining epistemic beliefs across conceptual and procedural knowledge in statistics Zdm - International Journal On Mathematics Education. 43: 507-519. DOI: 10.1007/S11858-011-0337-2  0.676
2011 Muis KR, Kendeou P, Franco GM. Consistent results with the consistency hypothesis? The effects of epistemic beliefs on metacognitive processing Metacognition and Learning. 6: 45-63. DOI: 10.1007/S11409-010-9066-0  0.71
2010 Muis K, Franco G. Epistemic profiles and metacognition: Support for the consistency hypothesis Metacognition and Learning. 5: 27-45. DOI: 10.1007/S11409-009-9041-9  0.684
2009 Muis KR, Franco GM. Epistemic beliefs: Setting the standards for self-regulated learning Contemporary Educational Psychology. 34: 306-318. DOI: 10.1016/J.Cedpsych.2009.06.005  0.692
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