Faculty Lead | Director

Bio: PhD student in Educational Psychology at McGill University (Tiohtià:ke / Montreal) researching decolonial and alternative ways of knowing in epistemic cognition, and developing a performative framework to understand how we think about thinking using theatre and audiovisual techniques.

Bio: Ph.D. candidate in the Learning Sciences program in the Department of Educational Counselling and Psychology. Leveraging multimodal data, her research explores the role of emotion and its regulation in self-regulated learning, and the development of interventions and technological tools to support high school learners' emotional regulation, academic performance, and well-being.

Bio: PhD candidate studying AI literacy, focusing on students' self-regulation and epistemic cognition as they learn, think, and make decisions with AI. Her work examines cognition, emotion, and interactive system design to bridge learning sciences research with practical applications.

Bio:  PhD student in Learning Sciences at McGill University. She is researching regulated learning processes within collaborative learning contexts and elementary classrooms. Her focus is on how elementary students collaboratively solve complex mathematics problems, and intervenitions to support regulation of learning.

Bio: His doctoral research is focused on the psychosocial development of high ability (or so-called gifted) students in secondary school education, especially in terms of their motivations, self-concepts, epistemic emotions, and epistemic cognition. Theoretically, his work is grounded in constructivism, phenomenology, narrative inquiry, and postmodern theory – frameworks that can help him resist reductive accounts of intellectual ability and foreground it as a socially and psychologically constituted phenomenon.

Bio: PhD candidate in the Department of Educational and Counselling Psychology. Her research focuses on emotion regulation in self-regulated learning, particularly the motives underlying students' regulation of academic emotions and their links to strategy use, academic and well-being outcomes. She is also interested in how emerging technologies can support self-regulated learning. 

Bio: M.A. Recipient in Learning Sciences at McGill University. Drawing from her previous experiences as a STEM student and educator, her research focused on motivationally supportive teaching practices in STEM post-secondary education, as well as discrepancies between students' perception of learning versus actual learning. 

Bio: M.A. Recipient in Learning Sciences at McGill University. For her MA thesis, Chelsea used a person-oriented analysis to explore how elementary students' self-regulated learning during a complex task was associated with mind-wandering and emotions.